ED 213 568

AUTHOR'TITLE

INSTITUTION

SPONS AGENCY,PUB DATECONTRACTNOTEAVAILABLE FROM

LANGUAGE

EDRS PRICE(DESCRIPTORS

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'DOCUMENT RESUME

RC 013.246

Gonzalez, Ramon, Comp.Migrant 'Parent's' Rights and Responsibilities: AHandbook = Minual de los Derechos y.lasResponsabilidades,de Padres Migrantes.ERIC Clearinghouse on Rural Education and 'SmallSchools, Las CruceS, N. Mex.National Inst. of Education (ED), Washington, D.C.Mar.82400-78-0023

. 75p.ERIC/CRESS, Box 3AP, NMSU, Las Cruces, NM 88003($9.50 ea., 10% discount on quantities of 20 ormore).English; Spanish

MF01/PC03 Plus Postage.*Advisory Committees; *Confidentiality; EducationalHistory; Educational Legislation; Federal Reguation;'Glossaries; *Migrant Education; Parent Grievances;*Parent Responsibility; Parent Role; *Parent SchoolRelationship; Student RecordsElementary Secondary Education Act TitleI; FamilyEducational Rights and Privacy Act 1974; MigrantStudent Record Transfer,System; *Parent AdvisoryCouncils; *Parent Rights

ABSTRACT , .

Written in English and Spanish, the handbook isintended .to , (1): pro ide useful information from numerous sources to.school admin'i'strators -, education program staff, and. home schoolliaison personnel; and (2) assist school staff in informing migrantparents about their rights and responsibilities, both as members.of

' parent advisory councils,,,(PACO. and as, individuals, in theirchildren's education: Topics include': the history of the Elementaryand Secondary Education Act,Title I, the Migrant Amendment, and thePACs; migrant education.regulations pertaining to clientidentification and the Migrant Student Record Transfer System; the'role of parents and thq PACs,in migrant education; how parents candemand their "rights; parents'responsibility'as members of the PAC;complaint procedures if the migrant education program iinotproviding adequate serliices; the parents' right to,Inspect their

school records; the righl'of other individuals to migrantchildren's records; records maintained by the sch0O1 on migrantchildren; and parents' rights if the privacy of their children'srecords is violated. The handbook includes a question-and-answersection,' three examples of written complainti, a glossary of termsCommonly used in migrant education, a list of:rdferences used in thehandbook, and a 6- item - bibliography of other useful publications.(NQA)

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MIGRANT PARENTS' RIGHTS AND RESPONSIBILITIES: A HANDBOOK

4.

I

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by

Ramon GonzalezCompiler

March 1982

Educational Resources Information Center (ERIC)Clearinghouse on Rural Education and Small Schools (CRESS)

New Mexico State UniversityLas Cruces, New Mexico 88003

,

4

I

A

The NatiOnal*Institute of

EducationU.S. Department of

EducatsonWashington D.C. 20208

The ERIC Clearinghouse on Rural Education a d Small Schools is fundedby the National Institute of Education. The/ material in thispublication was prepared pursuant to contract o. 400-78-0023 with theNational Institute of, Education, U.S. De.rtment of Education.Contractors undertaking such projects under Gov rnment sponsorshipareencouraged to express freely their judgmen in professional andtechnical matters. Prior to publicatio , the manuscript wascritically reviewed for, determination of prof ssionaf ciugrity. PointsOf view or opinions, however, do_ not_necessartly-iepiesent theofficial view or_opinions---Ofeier the clearinghouse's parentorganixatiOn.or the National Institute of Education.

Cover designed by Adele LincOn

g

ey It

-fc

ACKNOWLEDGEMENT4

-I wish to bxpress my gratitude to my lovely wife, Tereq? who typdpthe, draft of this handbook and whose direction and support made theCask of writing it more significaAt and less difficult. I an alsograteful tb Dr. N.4rcisa farate of New Mexico StateUniversity, for herediting of the Spanish version of this,handbook.

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EFACE

This handbook is intended fOr school administrators, migrant

education program staff, home-school liaisonpersbcnel; and migrant

parents. The main purpose of the'handbook is to make useful materialfrom a number' of different -sources available to migrant education

program personnel and school officials. A further Ipurpose is to

assist school staff in informing Migrant parents about the rights andresponsibilitie's they Kaye, both as members of parent advisorycouncils and". as individual parents-,---in the education of their

Children. *

With the availability of such a handbook, migrant educators and

migrant parents may acquira.a 'better comprehension of the federal

regulations and abetter idea of the responsibilities and limitationsthat apply to -.both parents and .educatorS. The handbook is also

intended to help parent advigory Councils on migrant education play astrongerAnd more meaningful role 'in'the implementation and directionof education programs for their children.

If this handbook helps to bring about these objectives, it will

take a.signifiOant, contribution td the migrant children that migrant

- education is all about.

A glossary of. terms ;dommonly used- in`migrant education, a list of

. the references -from which the material in this handbook was drawn, and

) a bibliography of other useful publications are appended:

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,CONTENTS

ACKNOWLEDGEMENT iii

PREFACE .iv

, page

HISTORY OF TITLE I MIGWIT PROGRAMS AND'PARENT'INVOLVEMENT . . . . 1

The Elementary and Secondary Educatton Act - Title I ; . 1

The Migrant Amendments and Parent Advisory Councils . . . 2

MIGRANT EDUCATION REGULATIONS AND OTHER ISSUES.

Identifying Clients 5

Migrant. Student Record Transfer System (MSRTSY. 5

Regulations: Questions and Answers 6

ROLE OF PARENTS AND PARENT. ADVISORY COUNCILS IN MIGRANT EDUCATION% 14

How can,i divtdual parents participate in their children's1111,9

. educate n?'' 14

How can parents deman their rights? 14

What is the role of the'pa'rent advisory councils? -14What is each parent's responsibility-las a member of the,

migrant education parent advisof3Ncouncil9 15 .

Where shOuld migrant parents complain if their childrenti are not receiving adequate/services from the migrant s '

education program? '0

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16

STUDENT RECORDS: THE RIGHT TO PRIVACy.-AND THE RIGHT TO'KNOW . . .

0

.18

Do migrant parents have the right to inspect their child's

school records9 18

Who has the right-to migrant children's records besIdes

school personnel with legitimate interest?, . . . . . . 19

What records does the school_ maintain on 'migrant children? .. 19

What can patents do if the privacy of. their children'srecords has been violated?.,. 20

Where should migrant parents complain if their childrennot receiving adequate services from the migrant.are

education program? 21

,..ExamPles of Written Complaints 21

Example 1 . 21

Example 2 ,22

ew Example 3 23

'HISTORY OF'TITLE I MIGRANT PROGRAMS AND PARENTINVOLVEMENT

The Elementary and Secondary Education Act - Title I

In 1965 Congress enacted the Elementary and Secondary Education Act- Public Law 89-10, which through Title I provides federal funds tostate educationsagencies N-(SEAs) to meet' the special edUcational,nutritional and emergency medical needs of migrant children. Title IMigrant funds offer supplemental assistance to school districts wheremigrant children are enrolled, primarily for the following purposes:

1. To improve early childhood education by placing high priorityon the develognent of basic learning skills, as well as

attending to emotional, cultural and learning needs throughdiagnostic-and prescriptive approaches

2. To increase program capabilities for developing students'

reading skills through the improvement of teachers'instructional skills,, through diagnostic and prescriptiveapproaches and other proven teaching techniques, and by

providing every student with instruction in the language that.is,cOmprehensible to that child °

.3. To broaden opportunities for students by further development ofproject, components in the areas of career, education andbilingual education

4. To improve health education and health services for students

5. To improve community communications, including the employmentof home-school consultants to serve in a liaison capacity_

between the school: Students and parents (Migrant EduCaElon

Projects, 1980).

The need for active parent 'involvement in migrant education hasbeen consistently recognized by Congress in the history of amendments

to X,since 1968. For the fit# three years, from 1965 to 1968,no policy statementswere.issueci regarding the rights of parents to be

involved in the operation 'of projects using Title I Migrant, funds.

'nen in 1968 the U.S. Office of .Education issued guidelines which

encouraged but did not require the _establighment of. district-wide

parent advisory councils ACs). In 1970 Congress passed legislation

which strengthened the UyS.10ffice of Education's position and enabledthe Commissi6Rer of Education to mandate the establishment of4district

,,parent advisory cbuncrili._

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sp

The most critical change in fgderal requirements fOr parent. involvement after 1970 took place with the passage of. the 1974r

amendments to,Title I. For the first time Congress mandateddistrict-wide and local, school 'pare9t advisory councils. Thislegislation also required that parent members be "selected iyparents."

The 1978 Education Amendment on Migrant Education designed evenstronger policies on parent involvement, than had previous legislation.This legislation now requires that parent adviaux council members be"eleCted by the parents" (instead of "selected"), that trabningprogramS be developed in consultation with council members, and thatparents should have access to information (Organizing an Effective

Parent Advisory Council, 1980).

1

The Migrant Amendment and Parent Advisory Councils

,Publkc Law 95-561 is an amendment to Public Law 89-750 (the MigrantAmendment). Section 116d.12 'of Public Law 95-561 now requires everystate education agency_ requesting migrant funds from the-U.S. (Viceof Education'to include in its plan the following information:

1. A description of how the statr or local parent advis ry

councils have participated in the'planning of state and local

programs

2. A description of how parent advisory councils will be involved

in reviewing the operation and evaluation of state and lOcal

programs 4

3. A description of how the membership of parent advisory councils..it the state and operating agency levels will be selected ('hen

applicable). If a method other than election 'by parents of

eligible. migratory children is, to be used, the agency ust

explain why, this is necessary

4. A description of 'how -eqUitable representation of parent of

migratory children from preschool through secondary grade and

of currently migratory and.formerly migratory status 1 be

achieved

5. A description of how the state education agency pla s to

involve the. parents in the education of their c 'ldren. t the

operating agency level

6. A description of the agency's strat y for inservice t- :fining

of staff members and the training »f arent advisory councilmembers, which must include the foll^ ng:

,a) needs and objectives of the training

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sk,

'b) a timeline for training activities

3

c) number and, types of staff members/ parents and other persons

who will be provided with training ,

-;' ^

thepersons who will be responsible for the training,d)

e) the-estimated cost of the training activities.

One other significant section of Public Law 95-561 is Section116d:55, which addressesparental involvement in migrant education and

which requires that:-

1. Every operatingency must solicit parental involvement in theplanning, operation .and'evaluation of its 'project and must

aestablish and consult parent advisory council.0

2. Every state education agency must solicit parental involVement_

in the planning, operation and evaluation-of its state" migrant

education programs and .must establish and onsult a parent

advisory council.

3. Each state and operating agency parent advisory council must becomposed of people who know the needs of migratOry children.

4. The membership of each parent advisory council must be elected

by parents of eligible migratory children.

5. A majority ofbe parents ofto be serve

the uembers of each parent advisory council must

childr who are being served or who are eligiblemigrant education.

6. 'Every state education agency and each operating agency shall

give its parent advisory council the respon4ibility for

advising it about the planning, implementation,and evaluation

of the state program or the local project, whichever applies.

7. Every state education agency and- each operating agency shall

withodt charge provide its arent advisory council, and u

request, each member of its rent advisory council, wit a

bopy of 'Ithe. Title I Migrant Education statute and any

applicable feder4rr state regulations' or; guidelines.

8 Every state education agency and each operating ,-agenoy shall

without charge provide its Parent advisory councils with anyreport resulting from federal or state auditing, monitoring or

evaluation of the state or local program with which the councilis concerned.

9. Every state education agency and, to the extent possible, each

operating agency shall provide a progiam to train the memberS

of its parent advisory wuncil to carry out their

responsibilj.ties: The training program shall be developed in

the,foliowing format:

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4

a) must be planned in full consultation

parent advisory council

/

With members of the

b) must provide each, member, of the Parent adVisory_council with

appropriate materials

c) may be puppoited by migrant education funds, including the'

expenses `assoctated, with the attendance of members at

training sessions.

Unless cited otherwise, the information in this tectlion is derived

from the Federal Register of April 3, 1980.

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MIGRANT EDUCATION REGULATIONS AND OitihR ISSUES.

Identifying Clients

To qualify for funding, the grant applicant must first survey thegeographic area to be served, to determine the number of migrant

students (K-12) that will be in the area during the period of timethat the project will be operating. This. can be done by identifying

the migrant families having their home base in the area, and by

interviewing representatives of other agencies, contractors, and

growers to 'obtain a reasonable esVmate of the labor needs and theprojected size of the labor force that will be in the area during theloefiod. If the district has been participating in the Migrant StudentRecord Transfer Systems use data from that source.

A state eddcation agency (SEA) or an operating agency shall notcount a child under 116d.12 (to increase local education agency (LEA)project funding or SEA program fbnding) or provide program services tothat child until the agency has both:

al-determined that the child is either a currently or formerlymigratory child, as defined Under 116d.12; and

.

)) documented the basis on which the child'-s eligibility was9 ,

determined.

In determining eligibility,' an SEA or an operating agency =sty relyon credible information from any source, including that provided bythe childfor,his*or her parent or guardian., An SEA is not requited toobtain documentary proof of either the child's eligibility or civil

status from, the child or his or her parent or 6uardian.

Migrant Student Record Transfer System (MSRTS)

The"Migrant. Student Record Transfer System, was designed for the

sole purpose of Aoviding continuity in the educational aria ,health

services provided the migrant student. By being able to obtain a

correft'and complete record'Of the migrant, student's educational and,health' history, the receiving district° can better determine the

Student's needs and develop programs that will-attend to those needs.

It is important to complete and submit records on all migrant

children. These recordware helpful in improving educational and

health services for the student, and they are, the basis for future

allocations. of migrant education funds to the states.

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Ithas been determined that transmission of information through theMSRTS does not conflict with the content or intent of the Right to

.cb Privacy Act. It is, however, important that these records be

processed, transmitted, and filed such a -manner that no

unauthorized person can, obtain the information contained in the

records.

The U.S. Office of 'Education has established the method of

determining annual state Title I Migrant Amendment allocationg, basedon the full-time equivalency of migrant students the state has

processed through the MSRTS. This applies to all students who are

. identified by PL,89-750, including both active and 5 ear students.

Regulations: Questions and Answers

Question:

What is the original public law that authorized MigrantEducation programs called?

Response:

Question:

Response:

a

1,

Public Law 89-756; also called the Migrant Amendment,is the original law which specifically authorized fundsto design special educational programs for children ofmigratory agricultural workers. However, Public Law

95-561.of 1980 amended various components of migrant

education. this law mandated parent advisory councilsat the state and local educational agency level.

What would constitute minimum information required on

an identification and .recruitment form to establish

.child eligibility under the Title I Migrant education

program?

When (latest) date and what places of residence the

parent (or guardian) moved in search of temporary,or

seasonal employment in agriculture or fishing. The

form should also include something. about the nature ofthe employment so that it can be readily identif fed as

being agriculture or fishing. In the case of the

formerly migratory children, it is important that the

date the parents ceased to migrate be established. If

the occupational status of the child's guardian is

going to be the basis for his being considered a

migratory child, indicate the basis for considering

that individual as the child's gUadian.

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Question:

Response:

7

4re all school age migratory children of all types ofmigratory workers eligible for services under the TitleI Migrant program?

.The children of migrant laborers who are'not engaged inagriculture, fishing, or related 'food processingactivieies are not eligible for services under the'

Title I Migrant program regulations. Inclusion of,children in other categories of migrant or mobilepopulations would require an'amendment to-the statute.

Question:

Can supporting services be provided to migrant childrenwith Title I Migrant,funds, even though the migiantdhild 'is participating only in the regular school

program because he/she does not require the

supplementary instructional services of the Title I

"Migrant program?

Response:

,

Question:

Funds may be used to provide tupporting services formigratory children, but only to the extent necessary toenable them to participate effectively in instructionalservices designed to bring about improvements in their

educational performance. These instructional services,however, do not necessarily have to be supported with

Title I Migrant funds and may include state and

locally-funded services.,

Are the migratory children of'illegal aliens qualifyingas migratory agricultural workers or migratory

fishermen eligible for services under the 'Title I

Migrant program?

Response:

4/P\

.0, . Educational services under Title I Migrant regulations

are to be provided to all' children who meet the

statutory eligibility criteria,' regardless of their

citizenship.

Question:

Are the children of.migratory agricultural -workers or

migratory fishermen eligible for Title I Migrant

,..

8

Response:

Question:

Response:

Question:

Response:

Question:

Response:(

,

program 'services if they themselves are not actually,

migratory as the parents are?

Children who, remain at home while the parents migrate

do not'qualify for migrant services since they do.not-

meet the "migration" requirements. However, if the

'children have been migrating 'annually with their

parents and now have ceased to migrate, these children

may be classified as'"formerly migratory".

Can a child who has never beed identified. for Title TMigrant-program purposes'as,a currently migratory child \participate now in the program as a formerly migratorychild, if he/she meets that definition?,

If the child in question has been ,a migratory child of

a migratory agricultural worker or migratory fisherman,even though the child may not have attended school

because helm she was too young or for other 'reasons,

then that child .may be considered eligible to

participate in a Title I Migrant program, provided that,his paredts have indicated' their concurrence.,,

Can the one-time signature of a parent suffice for the,prograth'perticipation of a formerly migratory child for

the entire period of settled-out eligibility?

The concurrence of the parent does not extend

automatically to the child for1a 5-year period. The

enrollment form, therefore, should be sigIied on an

. annual. basis to assure that the children so identified

- have permission.to participate in the program.

When, in effect, does the 5-year settle -out period

commence: as of the date of initial identification as amigratory child or a year from that date?

A child identified as an active interstate/intrastate

migratory child is considered-to 'be in that active.

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Response:

eligibility status for the remainder of that year in

which he was so identified. Therefore, he is entitled

to a 5-year eligibility as a 5=year provision or former,

migrant child of-the termination of that active status

year.

Question:

'* For purposes of federal oversight, does the Zigrant

Student Record Trapsfer System, as operated by the

states, constitute'a federal system of records?

7

Response:

Question:

Response:

Question:

Response:

The Migrant Student Record Transfer System does not,

constitute a federal system of records under' the

Privacy, Act of 1974.

Can the U.S. Office of Education grant permission for

the use of MSRTS records or release such information to

individuals or groups?

The Off ice,of Education cannot grant permission for, the

use Of the Systerv(MSRTS) to any individual or group of

individuals within any statd: This is a determination

that must be made.by the state educational agency and

the local educational institutions,, based upon their

established policies for the use of the data and the

spfeguards on priNacy.issues.

Are only .schciol officers authorized to validate the

eligibility of 'children on the authorization form?

Could another individual, contractually 'serving as an

agent of the state education agency (SW serve in this

capacity? .

The SEA may officially assign to the census taker (or

another individual) the responsibility and authority

for signing, validating, and enrolling eligible migrant

children in the Migrant Student Record Transfer System

( RSRTS).

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Question:-

What types of MSRTS7related documents should be

retained for audit,pUrPoses?

Response:

Question:,

response:

' 'The only such documents that the SEA, would be required

to retain for PUrposes of assuring an auditor that

_program funds were expended on eligible Migratorychildren 'would. be the students' enrollment' forms.

. These. formsllust'inclUde: (1) information sufficient

"-to establish the an eligible migratory Child;

(2) the signature of-an authorized School official

attesting the source and -reliability - of the

`:information; and (3) in "the case -of- a formerly

migratory. child, :the signature of the parent,'

indicating permission for the child to Partic*Pate in

the program.

When may Title I;Migrant Program funds 'be used to fund

preschool services or day care serviced?

Title I Migrant funds may be used to provide

educational services for preschool children as. long as

these services do not detract from programs and

projects for children aged 5-17. Day care may be

provided with migrant funds only as a ,support servicefor preschool and older children and only upon specificapproval by the U.S. Commissioner of EdUcation.

Question;

How long must the documentary evidence be retained in

the SEA or LEA files?

Response:

_uestidin:

In accordance with Section 434(a)(2) of the- General"`

Education Provisiond-Act,___as'-'emendeirby Section 50.1 of

PL 95-.581 -(EducatiOn Amendments' of 1980), Pertinent

documelts, papers, and records shall be

available until the expiration of five years after the

completion pf the project,

What local project documents, other than fiscal

records, must be maintained by the LEAs for audit

purposes?

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Response:

Question:

Response:

Question:

°

Response:

Question:

11

The local educational agency, as a subgrantee of TitleI Migrant funds, is °also required to retain program andfiscal documents and records, Specifically, thesedocuments would include:

(1) project application

(2) contracts

(3). evaluation, performance, and financial statusreports required by the SEA .

(4) complaints and dispoSitiqn action

(5) all fiscal records and documents.

Can Title .I Migrant funds be used to provide a trainingprogram to help members of the parent edvisory,councilto carry but their responsibilities?

. All members of the parent advisoryscouncil must beprovided with appropriate training and the necessary

materials, supported with Migrant' Education funds,

including all the expenses associated with the

attendance of members at training sessions.iht

Can staff development activities (i.e., inservide

training) be paid for with migrant education program

funds?

kkaff deVelopmentthat such training

Which such persons-year in connection

activities are allowable,' providedis directly related to the services

will perform during the same.projectwith an approved program or project

under Title I Migrant legislation.

What-restrictions with respect to parent involvement

does - the U.S. Office of Education-place on state

education agencies 'before approving state -plans to

carry out Title I Migrant programs?

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Response;

Question:

Response:

Question:

Response:

Each state education agency is required to take the

necessary steps to ' assure effective parental

involvement, such as the use of intrastate or local

parent councils, thr6ughout4the state prograM. As a

,minimum, each SEA shall demonstrate in its applicatjonthat it will require all ()berating agencies to solicit

parental involvement actively- in the' planning,

,operation and evaluation of its projects.

Can migratory children attending non-public schools

participate in programs funded through Title I Migrant

legislation?

ti

Yes. Alt -hough funds cannot be allocated to nonpublic

schools, nor cantproject staff members be assigned to

nonpublic schocp, the students of these schools are

eligible to participate in the Title I Migrant

programs. If nonpublic school administrators request

it, proVision must be made for their students to

participate in the program.

Does the formerly migratory or 5-year migrant child'

have the same priority in Title I Migrant programs as

the current migratory child?-'

No, priority must be given to the currently migrant

children. The formerly migrant child cannot be

enrolled if doing so would prevent a currently migrant

child from participation, or would materially dilute

the services alienable to currently migrant children.

Question:

Response:

a

If the period.of eligibility of a formerly migratory

child 'expires in the middle of the project or school

term, is it necessary tohthdraw the child from the

project prior to the end of the project3

4.

No, it'is not necessary. The child.may remai9e theproject for the remainder of the school year.

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This chapter was drqwn largely frpm Garcia and Minkler's Project

_Director's Management Manual (1979) and. is used with permission.

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ROLEOF PARENTS AND PARENT ADVISORY COUNCILS IN MIGRANT-EDUCATION

to 4

How can individual parents participate in their children's education?

Individual parents,,- have the right-to: 41i be ormedbf theprogress of their' child's education;- (2) make'recOmmeneationeabout"the migrant education program their children are participating in; (3}

work with 'their children and the children's teacher to help each chiiddo well in school; .(4) approve a plan for teaching their children

exactly what they need to know; (5), recommend teachers who understandthe needs of migrant students and whb are bilihgualf if necessaryr (6) i

recommend books' which their children can understand andrelate to; (7)

recommend respect for their children's. °feelings and needs (Rights of

Parents, 1980).

How can parents demand their rights?

As parents they have the right to be involved,in deciding what _typeof education would be best for their children. The,should tell theteachers, school administrators and parent advisory council members

how they feel about the migrant:'education prOgram in which theif

'children are enrolled. They should attend board meetings,. Meetings

with teachers, and parent advisory council 'meetings and speak up:;,,

They should become-familiar withrtheirrights under the law and insistthat the school's respect those rights (Righteof-Parehts, 1980).

tt°

What is the role of the parent advisory councils?0,

Their primary role is:

1. Tb advise the state education agency and local school district

staff members on matters of concern'in planning, developing,

administering, and evaluating migrant education programs, and

to make recommendations about :the, content of the projectproposal, funding, and other matters of concern to the council .

2. To assist the project staff,in developing ,the fending proposal

which is submitted to the state' board of education .for

approval, and4hen forwarded to the U.S. Office of Education

for approval and funding

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3. To assist project staff members in identifxklg needs and indeveloping policy for the planning -and management of migranteducation-proposals .

. .

4. To review, modify, and approve the migrant education projectproposals and make recommendations about-funding

S.' To visit and monitor migrant. education programs 4

To assist school districts 'and state staff members in involvingindividual parents and parent. groups in th, schooliS ,

educational and related activities

7. TO at as a sounding 'board for other migrant parents and toserve as their advocate in developing policies and plans at thedistrict and state, level. (Handbook for the State Parent

- 0 'Advisory Council, 1980)

r

What 4 each parent's 'responsibility as a member of the migrant

education parent advisory council?

1.

1 .

The. migrent PAC should develop its local by-laws to establish order`within the PAC.. Toossure an effective council, every council membermust carry out the fol4.6Wing tasks:

Demand explanations of functions', duties and responsibilities.

2. Demand training on federal-guidelines and state rqgulations1 that govern migrant programs.

3. Be ioyarto the parent advisory council and.to the community heor she represents.

4. Be loyal to the migrant program and defend it.

$: _Attend the reguiredokeetings consistently.

6. Understand what services the.migrant program offers and sellsuch services to other parents and the community.

;7. Demand proper training at each member's convenience, not at theconvenience of school administrators or migrant program

directors-.

8. Ask school administrators and program directors for periodicreports about theiattiyities of the migrant programs.

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16

I.

9. See that the programs are being administered according to theguidelines and according to the needs of the migrant students.

10. Ask for information about the process used to hire Title I-Mpersonnel and whether this takes into consideration the

students' culture and their linguistic. needs.

11. Visit the migrant programs in the classroom, eitherindividually or as a group.

12. Center disCussions and debatep always on the students.

.

13. Provide o"ortunities for migrant parents who are not members% of the council to vice their opinions during meetings.

14. Be t4erant and understanding of other members during meetings.

15. Work alas a team.

16. Strive to comprehend the need igra education programs,and to understand their objectiv

17. Make certain that opinions, expressed ddringinfluenced,by someone ewe.

18. Share information ullth one anotherparents in the communiAy

san goal

`and' with

No,

tings, are not

other migrant

19. Express the point of view of all migrant parents duringmeetings, not just individual points of Ilew.

20. Allow adequate timefor. migrant program directors or school:administrators to resolve problems.

Where' should migrant parents complain if their children are notreceiving equate services from the migrant education program?

It is always advisable to follow the proper channels. First,parents should speak to the migrant program director, .who is

responsible for the total LEA migrant program; then they could 'speak

to the as ea director. If they are still dissatisfied at this level,they should write to the Migrant Director in their state's Department

of Education. , If nothing is resolved at the state level, then theyshould write to the National biregtor for Migrant Education programs,but usually complaints are taken care of locally,or within each state.The name and address of the Acting Director for Migrant Education is:

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r Vidal Rivera, Jr.,

Acting Directorifor Migrant EducationU.S. Office of Education .

.

7th and D. Street §-.W.4 Washington, D.C. 20202

Phone: (202) 245-2222

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STUDENT' RECORDS: THE RIGHT TO PRIVACY AND THE,RIGHT TOKNOW

Do migint parents have the right to inspect their child's sch8C1

records?

V

Yes. The Family Educational Rights and Privacy Actof 1974 givesthem this right. If they have a question about their child's schoOlfile, they have the rightto inspect and review all records that the

school maintains on their child. This law requires all educationalinstitutions and agencies receiving federal funds to follow very '

specific requirements protecting the privacy of students and parents.

These requirements include the following:

1. All documents and materials containing information 'directlyrelated to the student must be available to parents for their

review, within 45 calendar days and before a due process

hearing.

2. Copies must be provided, at the cost of reproduction only, to

parents requesting them.

_._

3. Parents have the -right- to challenge the -accuracy,-____

appropriatenegg or misleading nature of the information and tof -)

-, -_

have such information corrected or deleted. ,

4. Schools Must not release: data about a student to anyone without

written consent of the parents, except for school pergonnelhaving a legitimate education interest, school personnel from asch6o1 where the student intends to enroll, or organizations

conducting studies which will not 'identify students or their

parents.

5. The co nsent of parents must show the date of consent, thespecific records to be released,, the reason the releaSeasbeing given, and the name(s) of the person(s) to-- whom the

ecords are being released. (Montes, 1980)° 600

. .

Th e law also provides every right' mentioned to eligible students,-

meaning any student who has attained 18 years of age or is attending

an institution oft post- secondary education.

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19

Who has the right to migrant children's records besides schoolpersonnel with legitimate interest?

1. The courts, but even in this case the parents must be notifiedfirst and they must be provided with the location and names ofperson(s) responsible for maintaining ,the recordd, and the

. purpose for which the courts have requelltad-such records.

2. State and local officials who have a specific need forinformation, under state laws passed before November 19, 1974.

'I.

3. Universities. and colleges from which the student seeks orintends to seek financial aid, in order to, determineeligibility.

Parents who- wish to obtain further information about the Family.Educational Rights and Privacy Act should contact their local schooldistrict administrator, who can also tell them about procedures for'inspecting and reviewing their child's records. Spring is considereda good time to review such records and to obtain, if necessary, anexplanation of the recorded information before the records aretransferred to next year's teachers.

410

What records does the school maintain on migrant children?

1. Enrollment information - collected each school year. ThePrincipal is responsible for maintenance. Information includesstudent's legal, name and obirth data 1place, date' and birthcertificate number).

2. Emergency health information - collected each school year. Theprincipal is responsible for maintenance in the elementaryschool, and the school nurse has the responsibility in thesecondary school. Information concerns such health conditionsas diabetes, allergies,. heart condition or other restrictinghealth factors; name of family.physician; and where parent orguardia'n may be reached in an emergency.

3. Cumulative records, grades K -8 - begun when the student enrollsins kindergarten or elemehtary school and maintained in .the'3' P

school for the duration of the student's enrollment in the- - -

schOol system., ,In elementary school, the, principal is

responsible for maintenance; the guidance counselor maintains

the'records in the §econdary schools. It includes identifyingInformation (legal name,' birth date, race, sex), enrollmenthistory, grades earned, results of standardized tests, awardsearned,' .extra-curricular activities and interests, health

ords, and-report of supportive services provided,,, -if any.

4

4.

20*kr.

4. Cumulative records, grades 9-12 -.begun when student enrolls inninth grade and maintained in the school for the duration ofthe student's enrollment in the school system. Guidancecounselor is responsible for maintenance. Information includessame type" of information kept orr the elementary record, in

addition to vocational interests and results of collegeentrance examinations. (Schimmel & Fischer, 1977)

What can parents do if the privacy of their children's records has'been violated?

The first step should be to contact the confidentiality officer atthe school district of local education agency. If possible, it isalways preferable to try to correct the violation without filing aformal complaint. However, if parents receive no cooperation from the'-confidentiality officer or the school princip 1, they should file a

.4fr

written complaint ;lath the school district snip intendent.

If they receive no response to tie complaint to their localsuperintendent within 45 days after filing'it, the next step should beto write to the Superintendent /of Public Schools at e StateDepartment of Education.

0

If the State Department of Education Superintenden d es not_respOnd to the complaint within 60 days, the next step sh d be.to-

write to:,J

Office of Family Educational Rightsand Privacy ActU.S, Department of EducationSwitzer Building, Room 4511Washington, D.C. 20202

J

JMr. Rober JonesSuperinte d of Dayton Public Schools105 Ferry StreetDayton, Oregon 97114

Examples of Written Com2laints

EXAMPLE 1

Dear'Mr. Jones:1

Arturo Torres701 Seventh Street S.E.Dayton, Oregon 97114

February 1, 1982

I am a,migrant parent, the father of Alberto T6rres - a 10th graderin the Dayton High School. My complaint is.that the confidentialityofficer and the principal of the school have refused to allow me tolook at Alberto's school records, even though:I have formallyreqUested it from both of them. Could you please help me in thismatter, since I understand I have the right to see Alberto's records.

I would appreciate ,hearipg,from you on* this matter as soon as

possible._211'

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Sincerely,

Arturo Torres

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EXAMPLE 2

Arturo Torres710 Seventh Street S.E.Dayton, Oregon 97114

ebruary 1 1982i

Mr. Tom YunkerSuperintendent of Public, InstructionState Department of Education700 Pfingle Parkway S.E.Salem, Oregon 97310

Sear Mr. Yunker:

I am a migrant parent whose children attend the Dayton Public.

Schools in Dayton, Oregon., My complaint is that the confidentialityofficer and the principal of the Dayton High School, have refused toallow me to look at my son Alberto's records. I have written to theDistrict 'Superintendent concerning this matter and have had no

response from anyone. Could you please help me in this matter, as I

understand I have the right to look at Albert 's records. I wouldelike to be informed of any action your office takes in this matter.

Sincerely,

Arturo Torres

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EXAMPLE 3

Arturo Torres701 Seventh Street S.E.Dayton, Oregon 97114

February 1, 1982/1.

Office of Family Educational Rightsand Privacy, Act Off ice

'U.S. Department of EducationSwitzer Building, Room 4511Washington, D.C. 20202

TO WHOM IT MAY CONCERN

I am a migrant parent whose children attend the Dayton PublicSchools in Dayton, ,Oregon. My complaint is that the confidentialityofficer and the principal of the Dayton High SChool have refused to

allow me to look at my on Alberto's school. records. I have written

to the Superintendent of the Dayton Public Schools and to the

Superintendent of. the State Department pf Education and have had no

response from either one. Could you please help me in this matter, asI understand I have the right.to see Alberto's,records. I would like

to be informed of any actions your office takes,in this matter.

Sincerely,

Arturo Tcirres

0

Now

'REFERENCES

Como Puede Me orar el Programa de Educacion Migrante con el Poder eInfluencia de los Padres. Parent Power in the Migrant EducationProgram: How to Make a Difference. Washington, D.C.: NationalCouncil of La Raza, 1980. (ERIC Document Reproduction Service No.ED 207 759).

Garcia, J.D., & Minkler, E.D. Proect Directors' Management Manual:Migrant Education Projects. Title I Migrant Amendment. Public Law /

89-750. Salem, OR: Oregon DepUrtment of Education, 1979. (ERIC

Document Reproduction Service No. ED 180 701).

Grants to State gducational Agencies to Meet the Special EducationalNeeds of Migratory Children. Federal Register, 45(66), 22659-22677(Thursday, April 3, 1980).

Handbook for the State Parent Advisory Committee on Migrant Education(English-Spanish). Salem, OR: Migrant Education Service Center,1980.

Migrant Education Projects. Proyectos de Educacion Migrante. Salem,

OR: Oregon.Department of Education, 1980.

Montes, C.. Student and Parent Rights in Public Education. Portland,

'OR: Northwest Regional Educational Laboratory, 1980. (ERIC

Document Reproductidn Service No. ED' 199 891),

Organizing an Effective Parent Advisory Council. , Washington, D.C.:National Parent Center, National Coalition of ESEA Title I Parents,1980. (ERIC Document Reproduction Service No. ED 195 604).

ro

Rights of Parents under the Title I Migrant Education Program.Washington,D.C:: National.Council of La Raza, Migrant EducationProject, 1980.

Schimmel, D. & Fischer, L. The Rights of Parents in the EducatiCW.91/their Children. Columbia, MD: National Committee for Citizens ifi'lEducation, 1977.

4."

GLOSSARY

I A

This section was drawn from .Garcia and Minkler's PrOjectDirector's Management Manual (1979) and is used with permission.

1.. Agricultural activity -v. Any activitIrelated=-to--Ctopproduction, including biltpot_limited-tC, soil Preparation, andstorage, curing, canning or freezing of- cultivated crops;

activities on farms and ranches related to the production and

processing of milk, pOultry, livestock (for human consumption);cultivation and harvesting of timber, and activities related totree nurseries.

2. Allocation - Amount of funds allocated by. the state

educational agency to an eligible area or local agency after:having approved the project proposal.

3. Area project - All Title I Migrant activities in an area underthe supervision of am'area director. The area director is ,a

staff member of'the agency that has been granted an allocation

to administer projectsinthat area.

4. Certificate of \eligibility - A form adopted by the state

education agency. for use in identifying all eligible migrant

children in the state. This form must be%completed for the

child to be officially entered' in the Migrant Student Record

Transfer Systpm.o

5. Currently migratory child - IA child who has moved with a

parent or a guardian Within the past twelve months across a

school district boundary or boundaries in order that a parent,guardian or member'of his or .her immediate family might securetemporary or seasonal employment'in an agricultural, fishing ortimber harvesting' activity.

6., Data. specialist - The parson trained in operating the MSRTS

teletype terminal.e

7. Date 'of identification - The date a migrant child is

identified ps entering a school distri;t (or state).

8. Federal assurances - Forms which must be signed by an

authorized official before a project application can be

considered for approval by the state edUcation agency; providesassurance .thit the local project will abide by pertinent

federal rules and regulations.

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26'

9. Fishing activity - Ziny activity directly related to theraising-and catching of fish or shellfish from streams, lakesand oceans, and to the processing of such fish for initialdistribution through commercial market channels.

19. Formetly. migratory child - A .child who, with the concurrenceof his or her parents, is deemed to:.be a migratory child on thebasis that the student has been a currently migratory childwithin, the past five years but is not now Migrant.'

11. Interstate agricultural and .fishing migrant child - A childwho has moved witfi-i-parent or guardian within the past yearacross state-boundaries-in order that a parent, guardian, ormember of his or her .immediate family might secure temporary orseasonal employment in agriculture, fishing and/or related foodprocessing activities:--,

12., Intrastate agricultural and fishing migrant child - A childwho has moved with'a parent or guardian within the past yearacross school district boundaries within a' state in order thatatparent, guardian or member of his or her immediate family-snight secure temporary or seasonal employment in agriculture,fishing and/or related food processing activities.

13. Instructional services - Any diredt suppiementarY, services, provided' to eligible migrant children by a local educationagency and which would fall% into the instructional costcategory on the budget^form:

14. Local lOvisory council .LAC) - A required component of a local:project; "Ilhould provide a means fon.community and parent inputduring the design, 'operation and evaluation of a project: 'A'minimum of 51.,percent of the council members must be parents ofchildren eligible to participate inTitle I-M projects.

15. Local operating 'agency - Denotes the locZ agency orsub-grantee with an approval project as the legal 'entity,responsible for carrying out the .provisions listed in the'-approved project applicatidc.

.16. 'Local .educational agency (LEA) - A public board or other

public authority legally constituted within a state -for'eitheradministratiye control or direction of,- or performance of a'

service function for, 'public elementary or secondary schools ina city or county.

17. Migrant Program Allocation Sub-System (MPAS) Used by theMSRTS Central Depository to deterinine full-time equivalence

(FTE) of.migrant pupils in a given state for purposes ofgeneral funding of ESEA Title I Migrant education programs.

18: Migrant 'status (MS) - Refers to the follOwing classificationsof -eligible migrant children: (1) interstate agricultural

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migrant; (2) intrastate agricultural migrant; (3) formerly

agrimiltural migrant. (5-year); (4) interstate migratory

fishers; (5) intrastate migratory fishers; (6) formerly

migratory fishers (5-year).

19. Migrant Student Record Transfer System (MSRTS) - A national

computerized pupil record storage and retrieval system designedto help provide continuity of education for migrant children;

centered in Little-Rock, Arkansas, under contract with the U:S.

Department of,Education. 1

20. MSRTS Centel Depository - The computer storage and processing

facility in Little Rock, Arkansas.

21.' MSRTS records clerk - The person in a local agency who has theresponsibility of coordination, collecting and recording of ail-

'pertinent pupil data on a timely basis on the MSRTS transfer

record and medical forms, and of transmitting such information

to the teletype terminal location'.

,

22. Migratory agricultural worker$ - Pe sons who _have moved- from.

one school district- to another 'in' the same 'state or to a.

.4ro, ''strict ixp another state to find temporary or seasonal

employment fn one or more agricultural activities.

23. Migratory fishermen -.Persons who have,moved from one school

district to another in the same state or to °a distriat in

'another state to rind temporary or seasonal :employment in

fishing activities

,24. Migratory timber harvesters - PersOns '-who have moved from one"

school district to another in that.Lstate or another state to

obtain temporary or seasonal' employment in' timber harvesting

activities.

25. Monitoring and evaluation - The procdSs used Py: the SEA to

'provide information 4to the lloCal agencies anc the U.S.

Department of Education regarding project strengths, weaknesses

and problem areas.

26. Non-certified staff - Persons, who are not regUired by law to

be certified, hired by a local agency to accomplish the goals

set forth in the project application (bilingual aides, MSRTS

clerks, home-school consultants).

27. 110Perting agency - The 1oCal agency actually carrying out

activities for migrant childrep undei an approved4application.

28. Project - A Title., I-M funded educational or support serviceactivity or set of activities administered by an SEA or LEA for..

;migrant students.

I

a.

,29. Project officer - The state, agencyassist a (local prdject; responsiblethe state agency and the local project.

30. Public Law 89-750 -:An endment to ublic Law 89-10 (ESEA)which, provides authorization pr r s specifically designedto meet the special educational' n- s of children of migratoryagricultural workers; also called he Migrant Amendment.

. 28

staff person assigned tofor communication' between

31. Public Law 95-561 -'An amendment to Public, Law 8 -750 whichmandates parent advisory councils at the state and local schooldistridt levels.

32. Staff development - Activities carried out either by the stateagency or the local agency° to improve skills and/orcompetencies or any or all staff providing instructional or

support services to the migrant students.P

33. State advisory council - A group of 10 or 15 personsrecommended by local:parent advisory councils throughout thestate and:appointed by the state superintendent of publicinstruction to advise the state coordinator of Title I-Mprograma'. The council also reviews and recommends approval'ofthe annual Title I-M state plan and all project proposals.

34. State .education agency (SEA) -1 The governmental agencyresponsible for statewide educhtion 'program supervision andadministration. The ]regal entity in each state recognized by

\' the U.S. Department of Education as being the governing agencyeligible to-receive Title I-M funds and administer the TitleI-M state program. 1

35. State coordinator of migrant education - The administrator ofthe migrant education unit of the compensatory educationsection of the instructional,services division; a personresponsible to the SEA for development, operation alld

evaluation of Title I,-14 projects. ' A

36. State program - The implementation of the overall plan fbiserviced, activities, 'personneland materials.set forth in thestate application fora grant to provide education to migratorychildren.

4.-

37. Statute.- An act of- Congress signed intolaw by the president,or an act of the state legislature signed into lAw by the

Govirnor.

38. Supportive services'- Includes any service which helps thestudent benefit from thb instructional services and that may beproperly listed under the supportive service cost category onthe budget sheet.

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39. Teletype terminal - The machine Ssed topupil data via direct computer linkageDepository in Little Rock, Arkansas.

1.

40. Term of project - 41Tb, periodbeginning.date and the-date ofthe projectto the students.

of timethe last

transmit all pertinentto the MSRTS Central

between the projectservices provided by

41. 'Title I-M Program - Title I Migrant Education Program.

-42. Timber harvester - Any person involved in activitiespertaining to (and limited to) harvesting timber, including.planting and -felling trees, disposing of unusable materials(such as slashings), and loading 'and transporting logs to themill.

43. Uniform Migrant Student Educational Transfer Form - One of thetwo forms used by the MSRTS; used to record and transferacademic information about a student.

44. Unifbrm Migrant Student Medical Transfer Form - One of the twoforms used by. the MSRTS; used to record and transfer medicalbackground inforiation about a pupil.

45. United States Department of Education - The federal agencythat has been assigned the responsibility 'of administering thenational ESEA-40-Title I Migrant Amendment programs? allocate*funds and oversees the Title I-M programs of the 50 sates'.

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BIBLIOGRAPHY

Fromboluti,C4S. Title I Elementary and Secondary Education Act:Questions dnd Answers. HEW Publication No. (OE) 79-01043.Washington, D.C.: U.S. Department of Health, Education and Welfare,Office of Education, 1979. A

Levine, A., Cary, E., & DiVoky, I): The Rights of Students. The BasicACLU Guide to4,aStudent's Rights. An American Civil LibertiesUnion Handbook. N.Y.: Sunrise Books, Inc./ E.P. Dutton & Co.,Inc., 1973.

Privacy Ri6hts of Parents and Students. Final Rule on Education '

Records. Federal Register 41(118), 24661-24675 (Thursday, June 17,19/6).

Reedback, R.T.'. Questions about FERPA: The Family Educational Rightsand Privacy Act (The Buckley Amendment)t Albuquerque, NM: IndianEducation Training, Inc., 1981. (ERIC Document ReproductionService No. ED 204'076).

Title I ESEA: How it Works. A Guide for Parents and Parent AdvisoryCouncils. Wasington, D.C.: Office of Education (DREW), 1978.(ERIC Document Reproduction Service No. ED 160 709).

Title I,-ESEA. Working with Schools: A ParenesEandbook.Washington, D,C.: Bureau of School Systems (DREW /OE), Division ofEducation for the Disadvantaged, 1980. (ERIC Document ReproductionService No. ED 195 358).

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ABOUT THE COMPILER

Ramon Gonzalez is presently working,for the Oregon State Departmentof Education Migrant Program as Parent Inyolvement Specialise. Prior

to his. current position, he taught Spanish in the public secondary

schools worked as a home- ,school liaison, and directed a regional

migrant education project in the same state.

He is also an ex-migrant from Texas who for many years followed theC?tipt to Arizona, Idaho, Washington and Oregon. He has written

numerous handbooks on parent involvement for migrant education

programs and many articles on parents' and students' rights and publiceducation.

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MANUAL DE LOS DERECHOS Y LAS REk3ONSABILIDADES IA PADRES MIGRANTES

ois

I

Por

RamOn Gonzalez.

Compiler

March 1982

.EducatiOnal Resources Information-Center (ERIC)Clearinghouse on Rural Education and Small Schools (CRESS)

New Mexico State University-Las Cruces, New Mexico 88003

1. 4 0

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RECONOCIMIENTO

. -,

,Deseo expresar 'mi proftinda gratitud a mi amable espgsa, Teresa

quien prest6 Sui servicio de mecanografia del bosquejo de este manual.Su direqcion e apoyo hizo la tarea pis significante y menos dificil._

.

Tamblen le AgradeZco a la Dra.- Narcisa Virate, de lalbniversidad'del Estado en Las'Crqces,, Nubvo Mexiccrpor su xedaCciOn de la versioneseanola de este manual.

V

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PREFACIO

Este manual estS dirigido a los administradores de las escuelas, alpersonal de la educacion migrante, a lo$ visitadores de los-hogares y

las escuelas, y a los padres migrantes. El prop6sito principal del

manual es para disponer material ail de varias fuentes de

informaci6n, para el as° del personal de programas de educaciOn

migrante y para los ofici.ales de las escuelas. Otro prbpOsito es para

ayudar al personal de las escuelas en informar a los padres migrantes

sobrelos' derechos,y las responsibilidades que poseen, ambos como

miembros de los Concilios'Consejeros de Padres y como padres de nillos,

en la educaci6n de sus hijos.

Esperamos que este manual ayude, a. los padres migrantes y a los

educadores de sus hijos, a adquirir una mejor comprensiOn de la ley

"federal y de las responsibilidades y limitaciones que apliquen tanto a

padres como a educadores. Ademgs, se dirige el manual a los Concilios

Consejeros de Padres de la Educaci6n Migrante, para ayudarles en

desempenat un papal mgs activo y mgi significante en la implementaciOny la, direcci6n deeducaci6n migrante para sus.hijcs.

Si 'ayuda este' manual a realizar estos objetivos, ,era una

contribuciOn significante a los ninos migrantes para quienes, sin

duda,.'s la educacion migrante.

Se incluya un glosario (tgrminos usados freqUentemente en la

educaci6n migrante), una lista de las fuentes de informacion que se

han usados en este manual, y una bibliografla de otras publicaciones

utiles.

42,

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CONTENTS

RECONOCIMIENTO ii

PREFACIO iii

page

LA RISTORIA DEL TiTULO I MIGRANTE Y LA PARTICIPATION DE PADRES . .

La Ley Primaria y Secundaria'en Educacian Titulo I .

La Enmienda Migrante y la Participacion de Padres ,

REGLAMENTOS DE LA EDUCACIoN MIGRANTE Y'OTROS ASUNTOS

Reglamentos de Operacian

ElegibilidadEl Sistema de Transferencia de Archivos de Estudiantes

Migrantes (MSRTS)Preguntas Y Respuestas De Reglamentos

EL PAPEL DE LOS PADRES Y LOS CONCILIOS DE PADRES (PACS) EN LA

EDUCAdION MIGRANTE1

_____71

2.,65mO puede un pidre participar individualmente en la4 . .

educacion de su hijo?J

°eCT5mo pueden los padres exigir sus.derechos?biales son lbe ejercicios de los concilios consejeros de

1 .padres?iCual es la reSpOnsabilidad de.un padre como miembro delL

,,councilio consejerodepaares (PAC) en la educacion

'migrante? ..... .,. . . .1Conquien pueden quejarse los padres si sus hijos no recibeh

Ar servicios adecuados bajo el progiama de educaciOn

1

.1

2

5

5

5

6

6

14

1414

14

15

.

migrante?, ,-

PA

i -.. .

LOS ARCRIVOS DEL ESTUDIANTE: Eli DERECHO A LA PRIVANZA Y EL DERECHO

A SABER

alembics padres el- , derecho a Inspecci6nar el archivo de su

hijo? .,,s, , 2

1Quien tiene derecho a los,archivos de losfhijos ademis de

los empleados de la eschela? $;-

loQue datos mantiene la escuela'en los hijcl? '_..,

Illique pueden haber los padres si la confidencieae dereCho desus,hijos se ha violado?

17

18

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18

19

1 8

20

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EJEMPLOS DE QUEJAS POR ESCRITO . 21

Ejemplo 1 21 /

Ejemplo 2 . . . 22

EjemPflo 3 23

FUENTESDE INFORMAC1ON 24

GLQSARIO DE TgRMINO§ / 25

BIBLIOGRAFIA. 30.

EL COMPILADOk" 31

7

a

v

44

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o

LA HISTORtA DEL TITULO I MIGRANTE Y LA PARTICIPATION DEPADRES

La Ley Primaria y Secundaria en Educaci6n - Titulo I

En 1965 el Congreso establedi6 la Ley Primaria Secundaria en -.

Educaci6n - (ESEA)'- Ley P6blica 89-10, que atravgs de Titulo I proveedinero federal a las agencias estatales (SEAS), pare servir las

necesidades especiales educadoras, de nutrici6n y medicgg del niiio

migrante. ,E1 dinero Titulo I Migrante ofrece asistencia suplemental alos distritos espolaies donde hay ninos migrantes matriculados,

primeramente con estos propOsitos:

1. Para mejorar la 'educaciOn infanti'i concenirandose en el

desarrollo basipo de destrezas de aprendizaje asf como ayudarle

con problemas emocionales necesidades culturales y deaprendizaje por medio de metodos diagnOsticosprescriptivos.

2. Para mejorar tag" capacidades de programas en el desarrollo de

las destrezas de lectura de, estos estudiantes, enca:tecer las

habilidades de instruccien) de los maestros por medio'de metodosdiagn6sticos de ensehanza y ensehar al estudiante en el idloma

que mejor ccaprende.

3. Para aumentar las oportunidadesdesarrollando los componentes de

educaci6n bilingile de los proyectos.

4. Para mejorarlos estudiante

. Para mejorarempleo de loscomo fuentes

estudiantes y

para los estudiantes

educacion ocupaciorial y

la educaciOn y los servicios de 'salubridad para

s.,

,

la comunicaciOn a' la, comunidad, inclusivo el,

consejeros de escuela y hogar para que funci6ne4

de comunicacion entre las escuelas, los..

los padres.-" (Migrant Education Projects, 1980)

La necesidad de. la participaciOnactiva de padres en la,ledubaciOn

migrante ha sido reconocida conAistentemente por el Congreso segtn la

historia de enmiendas al,Titulo I desde.1968. Durante los priMeroa

tres anos, de 1965 a 1968, do hubieron_reglamentos establecidos con

refpecto' a los-- derechos de padres 'cow participantes en la

operaciOnes de los proyectossubministradog con dinero del'TituloPero en 1968 laSficfna' Nacional de Educact6n prodlam6,reglamentos quelysugerign per() akxiglan el establecimiento de concilios consejeros de `

padres (PACs). En.1970 el Congreso pas6.1egisiaci6n que fortaleci6 la

Oficina Nacional de. EducaciOn, requiriendo a los distritos' que

establecieran concilicis consejeros de padres._

- 1 -

2

El cambio m6S significante en los--requisitos federales sobre la

participaci6n de padres tomb lugar con la enmienda al Titulo I en

1974. Por, primera vez el Congreso exigi6 que se establecierani

concilios consejeros de padres.al-nivel del distrito escolar. Este' .

legislaciegn tambign requiri6 que los miwbros del concilio fuesen!seleccionados por losmismos padres".

Las enmiendas de 1978 en la Educacion Migrante atin designaron

reglamentos mgs fuertes que las legislaciones anteriores para la

participaci6n de padres. Esta legislaci6nsean

exige que' los

miembros de boncilios consejeros de padres sean "elegidos" en vez de

"seleccionados" y que los programas . de entrenamiento sean

desarrollados en donsultacon los miembros del concilio y que los

padres tengan acceso a toda informaci6n. (Organizing an Effective-

Parent 'Advisory Council, 1980)

La'Enmienda Migrante y la Participacign de Padres

La Ley Pdblica 95-561 es una enmienda a la Ley Pdblica 89-750,tambign conocida como "La Enmienda Migrante". La secci6n 116d.12 de

la Lei Pdblica 95-561 ahora. requiere que cada agencia estatal

educapional que hate pedido de difiero federal de la OfibinaNacionalde Educacion incluya en-su petici6n la siguiente informacion:

1. Una descripci6n de como el PAC ,Particip6 en el planeamiento delos programas estatales y locales,

2. .Una descripci6n de como el PAC participarg en la planificaci6n

de la operacion y. la pvaluacion de los-programas estatales y

locales

3. Una descripc16n de como reran elegidos los miembros del

, concilioconsejero de.padres al nivel estatal y el nivel local

(siagica). Si se intenta usarotro mgtodo que no sea el deelecci6n por los padres elegibles de ninos migratorios, tendrg

que,explicarse el porque es neoesario

4. Una description de como perg .zejecutada una representaci6nequitativa de padres de nitios migratorios (K-12), de la

calificaci6n migratoria corriente y ex-migratoria

5. Una description de como la agencia de,educaciOn estatal intenta

incluir los. padres 'en la educacion de sus,hijos al nivel del

distrito

6. Una descripci6n de la estrategia parael entrenamiento de los

miembros del .personal y los miembros del concilio consejero de

f;lk

_ padres. La descripci6n tendrg que incluir 1p siguiente:

a) las necesidades y los objetivosdel entrenamiento

4'6

3

b) un plan Ewa las actividades de entrenamiento

c) ndhero de miembros del personal, padres, y otras personas aquien se les darg entrenamiento

I

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1

d) las personas quienes sergn responsables. par&entrenamiento

.6) el cglculo del costo de las'actividades del entrenamiento._ _

Otra secciOn-signifiCatie de la Ley Palica 95-561 que trate con la----pOr-EiCipacidn de padres en la Educaci6n Migrante eo^ la seccIdn

116d.55. Esta requiere que:

1. Cada agencia' operante (distrito escolar) deber solicitarparticipaci6n de los padres en el planeamient, 11N.Qperaci6n yla evaluacidn de sus proyectos y debe establicer y consultar °con un concilioconsejero de padres.

'1

2. Cada agencia educaci6nalparticipaci6n de padres en elevaluaci6n de sus. programasestablecer y consultar4con un

2

3. Cada concilio consej o de padresal nivel estatki, y deldistrito,serg de persp as quienes conocen las' cesidades delnino migratpiiq., w .04

4. Los miembros,del concilio consejero de padres debergn- serelegidos por los padres elegibles de ninos"migratorios.

estatal deberg solicitar laplane lento, laloperacipt y la

de ed6caciOn!_._migronte/ debergconcilio de padres consejeros.

VI

"

5. La mayor3a de los miembros de cada concilio consejero de padressera de pidres con nines iecibiendo servicios de la educacion

6. Cada agncia de educaciOn estatal y cada agenciaopprante dargla reapOnsabilidad de consulta a su conciliq consejero dePadres con 'respectO al planeamiento, la implemeniaciOn 4 laevaluacion del programa estataLo local, cuallliera que fuese.

4?

7. Cada agencia,estItal de educacidn y cada 'agencia operante

-----prbiiver$ sin costo, y cuando se pi4a, una copra de la Ley de laEducaci3On Migrante Titulo I y otros reglamentos federates. yestatales a cadamiembro de su concilio consejero de padres...

04

.

8. Cada agencia estatal de educacion y 'dada- a gencia operanteproveei a su concilio consejero de padres, sin costdt.unacopia de Cualquier reporte de una investigacion federal o

revision o. evaluacidn de prdgramas al nivel estatal o local,cualquiera que uese.

9. Cada agencia estatal de educaciOny si es posible cape agencli.operante proveer1 un programa de entrenamiento Para -pl,coteflio

' 4

Of

3

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consejero de, padres para que puedan ejecutar susresponsabilidades. El prbgrama de entrenamiento tendr& que perdesarrollado en la forma siguiente:

a) Tiene que ser planeado en plena consulta con los miembrosdel concilio consejero de padres

b) TendrS que proveerse los materiales apkopiadosmiembro del concilio,consejero de padres

a cada

c) Los.gastos del entrenamientdde los miembros del concilioconsejero de padres seran de los fondos de la educaciOnmigrante.

La informaciOnen esta secci6n viene del Federal Register del 3 deabril, 1980, con la excepci6n de las frases citadas de otras obras.

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VI

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REGLAMENTOS DE LA EDUCACI6N MIGRANTE Y OTROS ASUNTOS

Reglamentos de Operacicin

Para calificar por los fondos, el programa primeramente debe

conducir un, estudio geogrgfico ,del area que se prom& servir4paradeterminer el ntimero de estudianties, del kindergarten al grado 12, queradicargn en. esa area durahte el;perrodo que ettarg el programa en

operaciOn. isto se puede realizar identificando el niimero .0e families

que radfcan en la localidad rp__que =sate fuera a trabajar;

entrevistando represe es de,otras agpncias, contratistas, y

rancheros para calbular razonablemente la _necesidad, lo extenso de la*

labor y el tiempo que durarg; o usando la informacion ya archivAila si

el distrito escolar ha participado en ei Sistema de Transferencia de

los Archivos de Estudiantet Migrantes (MSRTS).

Elegibilidad

Ninguna, agencia estatal o local debe incluir a ningiin,-.nino

migrante, o .proveerle servicios bldo el reglamento 116d.12, pare

aumentar sus recursos hasta que dictla agencia haya hecho lo siguiente: .

a) Determiner que la Clasificadron del nifio sea "actualmente.o"anteriormente'migrante."

b) Documentar la forma en que se determine; la elegibilidad del,

Para determinar la elegibilidad del nifio, la agencia educacional

estatal o local puede aceptar cual4Uierfuente.de informaciOn, inclusoaquella provefda por el nifio, sus_ padrs o el guardian. No 'se

requiere de la agencia que.obtendtpruebas documentadas de parte del

padre, el guardign o del nifio tocante la elegibilidad d el estado

civil del nine.

Yd

- 5-'49

t

6

El Sistema de Transferencia de lachivos de, Estudiantes Migrantes'IMSRTS)

Este sistema ha sido designadb con el dnico prop6sito de proveer

continuidad de los servicos educacionales y de ,salud pAveidos al

estudiante migrantd. Al poder oaener un archivo correcto y completoacadgmico y de salud del estudiante, los distritos recipientes puedendeterminar mejor las necesidades del estudiante y desarrollar

programas que atiendam esas necesidades.

1Es importante que se sometan los archivos de todos los

tigrantes. Estos archivos ayudan a rQejorar los

educaciopales y de salud y sirven: de base para proye4arfutures de educaci6n migrante para-los estadOs.

ItoSe ha determinado que en la 'transmisiOn de informaci6. r medio

del sistema MSRTS no hay cohflicto ni cone-el contepiao, ni con el

intento de la Ley de Privanza. 'Desde luego, se'recomienda que estosarchivos sear: procesados, transmitidos, y archivados en una forma quepersonas sin autorizaci6i no-puedan obtener la nformkoi6n6contenidaen dichos archivos.

, :. .

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1 l La Oficina Nacional de Educaci6n ha espblecido el metodo de

determinar ,las', Oantidades de redursos, andales de programas deeducacidn migranti'.basadd,en ea`,raimero de estudiantes de 'planta

(full-time equivalency) que han,side procesados'por medio del MSRTS.Esto ipcluye a"itodo estudiante quidn ha sido identificado bajo la Ley

v,Pdblica 6940, y jia los estudiantes ,migrantes ,,Hactual comp

"anteriormente." ,

estudiantesservicios

los fondosA ,

1Pregupta:

Respuesta:

Pregtintas`X Respuestas De Reglamentos

EC6mo se llama le Ley Palica original que, autoriz6 losprogramas de educaci6n migrante?

^

La Ley Palica 89r-750, tatbign llaoada La EnmiendaMigrante, . es la ley' original que 'especificamenteautoriz6' fondos .para diSenar programs especlales de

educaci6n para los nifios de trabajadoresmigratorios.nla agricultura. Sin embargo, la'Ley Pablica 95-561 de

1980 enmendo vartios componentes de la educacitin

migrante. Uno ,de estos cambios fue exigir concilios

consejeros de padres al nivel local y estataly las

agenciai eddcacionales..

"

8

Pregunta:

Respuesta:

Pregunta:

;Tespuesta:

Pregunta:`

Respuesta:

7

ague' constituye informaci6n mrnima requerida en la

forma-de identificacion y reclutamiento que establece

elegibilidad bajo el prOgrama de Educaci6n Migrante

',Titulo I?

La fecha mgs reciente en que el padre o el guardian se -

movi6 en bilsqueda de empleo temporal en la agridultura

oen la. pesca y todos los lugares 'de residencia. La

forma debe tambien contener informaci6n acerca'del tipode empleo pare facilitar la identificaciOn como

agricultor' o pescador. En el caso del estudiante."anterlormente migrante," se recomienda la fedha en que

los padres ts-radicaron. En el caso de un guardian se

debe indicar comp se estableci6 ese individuo como dl

. guardign del nino.

Won todos los ninos migratorios de edad escolar , de

todt clase de trabajador agricola elegibles p'ara

servicios bajo el programa Migrante-Titulo I?

Los ninos de, bajadores migrantes que no estgn

empleados- en% ricultura, pesca, o actividades

pertinentes al proceso de alimentos no se'considdran

elegibles bajo los reglamentos del Titulo I Migrante.

La inclusi6n de ninos en,otras bategorras depigrante ohabitantes.tide estgn de,paso. requerirg una enmienda al

estatuto.. \

°

LPueden los servicios auxiliares ser proveldos 'a los '

ninos migrantes con fondos Titulo I Migrante atin cuando

el nino, solo estg participando en los programas

ebcal,ares regularesAoorque no requiere los servicios

suplementales instructivos. del pro§rama Titulo I

Migrante?

w,Los,recurlbs puedert ser bsadoS pare provee'r servicios

auxiliaries al alio migrante pero solamente haste el

punto necesario de ayudarle a participdr efectivamente

en los servicios instructi.vos disenados a traerle

mejoramiento en sus tareas educaci6nales. Sin embargo,

estos servicios iAttructivos' po' tienen que, ser

provpos solo con fondos deNTituto I Migrante; pueden

inclue Arse los servicios'pagados con fondos estatales y

locales.

ti

8

PregUnta:

Respuesta:

Pregunta:

Res uesta:

Pregunta:

Respuesta: 4

,

Si el nino ha sido un nino migratorio de un efabajadoragricola o pescadpr migrante, aunque el nino no'haya

asistido a 146escuela por cualquier razon (edad, etc.);puede considelarse elegiblesiempre y cuando sus padres,den el consentimiento.

iSon.los ninos migratorios elegibles.para los serviciosdel Tftulo I Migrante cuando los padres son extranjerosilegales calificados' como agricultores o pescadaresmigigntes?

Los servicios educacionalesTitulo I Migrante deben sercumpla con los estatutos deestado de immigracion de sus

LCalifiban los ninospescadores migrantes paraMigrante. aft 'cuando ellospadres?

bajo los reglamentos de

provibtos a todo nino queelegib4idad a pesar del

padres.

padres 'agricultOres o

los servicios Titulo I

no han migrado con sus

1

Los ninos quienes permanecen en casa mientras los

)

padres no alifican paraz-loLservicios porque, no

han cumplido con los -"requistitgs-migratorios." Sinembargo, -si ellos han.migrado anualmente con sus padres

y ya no lo hacen, ,estos 'Mhos se clasifican como

manteriormente.migratorios."

1

Ouede un nino quien nunca .ha sido identificado para.

los servicios del programa Trtglo I Migrante Como

"migrante actual" participar como nino anteriOrment,emigrante" si cglifica asi?-

) Pregunta:

s suficiente una(sola firma del padres durante toda la

participaCi6n de un nino migrante clasificado"anteriormente migratqrice"

52 ,

4

n

Respuesta':

Pregunta:

Respuesta:

Pregunta:

Respuesta:

9

La forma de matricula debe ser firmada cada ano para

asegurar 'que el' nirio identificado tiene permiso departicipar en el programa.- El consentimiento del padreno se extiende autom ticamente por el periodo de cinco

arios.

/duando comienza el' periodo efectivo de cinco afios como

"anteriormente migrante". tomando en cuenta la fecha en

que el nifio se identific6 como migrante?'

Un nific!e.

identificado como "migrante, actual" entre

estados o dentro del estado es considerado elegible en

esta categoria por el resto del ano que fue

identificado.' Despues que ,se to pine la clasificaciein

actual de un ario, 41 tiene el derecho a la elegibilidadde cinco alma como "anteriormente migiante."

1Se considera el Sistema de Transferencia de Archivos

de Estudiantes Migrantes (MSRTS) un sistema federal de,.

archivos como se administra por los estados?

Sajo el Acta de Privanza de 7.914,, el Sistema deTransferenea de Archivos, *de Estudiantes Migrantes

( CSRTS), entre estados no constituye,un sistema federal

de archivos,lk

Pregunta:

Respuesta:

Fiegunta:

4

iPuede la Oficina Nacional de Educacidin permitir el usede los archivos MSRTS o 'dar informacion'a individuos o

grupos? -

La Oficina Nacional de Educabielb no puede permitir el

use -del Sistema (MSRTS) a ping& grupo o individuo

dentro de cualquier estado. Esta es uric decision que

tiene que hacerse por la oficina edycacional estatal o

\local basandose en sus reglas establecidas para la

protecgial personal. s'

Rueden solamente lo cliciales de las escuelas

autorizar y aprobar la elegibilidad de'los ninos en la

O 10

,41

Respuesta:

'Pregunta:

Respuesta:

Pregunta:

Respuesta:

Pregunta:

Pot cuanto tiempo se debe mantener la documentaci6n en3.05 archivos de la agencia educacional.estital o local?

4.3

forma de autorizaciOn? Podrfa otra persona contratadacomo agente de la agencIa educational estatal funcionaren esta capacidad?

La.

oficina educaciOnal % estate]. puede oficialmente,. .

asignar a otra persona le_Fasponsabilidad y laautoridad de inscribir.y matricnlar Los-nit-los migrantes_dignos de' admisic5n en el Sistema de Transferencia deArchivos de Estudiantes Migrantes (MSRTS).

e- 4 ' '

O

10.14c tipo de documentos renados;a1 sistema MSRTSdeben,mantenerse para satisfacer una tome de cuentas?

Los unicbs documentos que se requieren de una agenciaedmcacional estatal para satisfacer una toma de cuentasdel programa para nifios migrantes elegibles son las_formas de inscripci6n. Estas formas deben incluir:

(1) informaci6n suficiente para establecer cipq elnifio es migrante legible

(2) la firme,de un oficial*de la escuela dando f6que la informaci6n es autatica

(3) en caso del nifio migrante anterior, la firMadel padre' dando permiso para que participe el nitio.en el.programa.

LCufindo se pueden user los fondos del Tftulo 'I Migrantepara-progrSmas pre-escolares y guarderfa?

Los recursos.del Tftulo I Migrante se pue en uar paraproveer servicios pre-escolarep siempre andb estosservicios no se desvien de .losprogr proyectospara los nifios de 5 a 17,anos. Servici e guarderia

con fondos migrantes sOlo comopueden Sc provistosservicios auxiliares y con permiso del ComisionadoNacional de Educaci6n.

54

f_ <

0Respuesta: ,,sr

Preguntae4

Su.

Respuesta:

Pregunta:

11

. .

De acuerdo con la secci6n: 434(a)(2) del Acta. de

prpirisiOnes Generales de Educaci6n, enmendada por la

seccidn. 501 de la Ley .P5blica 95-561 toda,

Socumeritadion pertinente y archivos deben manteper

dispeTibles por cinco anos.despuei que ,termine

proyecto. 4

vpue documentos mgs aparte de 1pq Idocumentos fiscales

debe una agencia educacional local mantener para el

Fop6sito de una toma de cuentas?

Se le requiere a la agencia educacional local que

mantenga tambien archivos del. programa y documentos

fiscales, especificamente los documentos siguientes:

(1) solicitudes deldkroyecto

(2) contratos

(3) documentos de evaluaciOn, la ejecuci6n de

proyecto y repoEtes de finanga

(4) acci6n de quejaS y disposici6n

(5) to6os los docutentos y archivos fiscales.

. 1Se permite usar el dinero del Tftulo I Micj ante para

proveer Un programa de entrenamiento a los miembros delconcilio consejero de* padres para que cumplan con sus

,

responsabilidades?.

.'Resptlesta:

Pregunta:

,,-

Todos los miembros de los concilios consejeros de

padres deben ser provistos con entrenaiiento apropiado

y materiales necesarios, auxiliados con dinero de la

Educaci6n Migrante, incluso todos gastos asociados con

'asistencia a sesiones de entreuamiento.

4auede pagarse el"desarrollo de los empleados por mediode entrenamiento'con fondos de la educaci6n migrante?

55.

12 4

Respuesta:

Pregunta:

Respuesta:

Pregunta:

Respuesta:,

4

Se permite usar fondos para toda actividad de

desarrollo para empleados con la condiciOn "que dicho

entrenamiento 5sea. directamente relacionado. con losservicios que la persona desempeha durante el proyectodel afio escolar y que sea, un programa aprobado por elTitulo I Migrante.

Qu condicieines se le impone la Oficina Nacional de

Educaci6n a laeagencias estatales con respecto a la

participacion de padres antesr de aprobar el plan

estatal para llevar a cabo programas de Titulo I

Migrante?

Toda agencia educacional estatal se le exige aseguraruna participacion efectiva de padres en todo el estado,asr como el uso,de concilios estatales o locales. Tod

agencia deberg demostrar en su solicitud que va a

exigir a todas las agencias operantes que soliciten

activamente por lo menos la participaciOn de los padresen el planeamiento, en la operaci6n, y en la evaluaci6nde sus proyectos.

Linen& el nifio clasificado como "anteriormentemigrante" o dentro de los cinco afios la misma prioridaden los programas Titulo I Migrante que el niho

clasificado, como "migrante actual?"

No, la prioridad debe ser al nisfio clasificado\lmigranteactual." El\nifio migrante clasificado en la 'categoriade los cinco'ahos no debe inscribirse en el programa siesto evita la , rticipaciOn de un niho 'clasificado"migrnte actual o si esto reduce los servicios al

nifio clasificado migrante actual."

Pregunta:

Ouecien par icipar los nifios, migrantes que asisten a

las acuelas particulars (no 'palicas) eh programas

pagafts con fondos de Titulo I Migrante?

\ Respuesta: 4 9

-Si, los estudiantes de escuelas particulares puedenparticipar en los programas de Titulo I, 'aunque-no se

puede dar fondos de ,Titulo I ,a las escuelas.

56 -11

13

particulares ni se puede asignar los empleados de

dichos progrimas a las escuelas particulares. Si los

administradores de las escuelas particulares lo piden,

la ley exige que permitan que estos estudiantesparticipen en el programa de Titulo I Migrante.

1Si el perfodo de elegibilidad de un nind'clasificado.

"anteiiormente migrante" termina a medio programa o amedio an° escolar, se termina la participaci6n de estejnifio en el program4?

No, el nifio puede permanecer en el programa hasta quetermine el programa o el ail° escolar.

4

,La mayorfa de 'este caprtulo .yiene del Project Directors'*

Management Manual, Garcia y Minkler (1979), y esta usado con el

permit° ,de los aUtores.

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4EL PAPEL DE LOS,DADRES VLOS CONCILIOS DE PADRES (t'

EN LA EDUCACION MIGRANTE0

406m0 puede un padre participar individualmente en la educacion de suhijo?

Individualmente los padres tienen el derecho d'e:' (1) ser informed°

sobre el progreso de su 'hijo en la educacion; (2) .hacer

recomendaciones acerca,del programa de educacion migrante en el cual

su hijo participe; (3) trabaar Con sd hijo y su maestro(a) a para

ayudarld a que tenga gxito en la eecuela; 00 aproban un plan que leengefia a sutijo lo que necesita aprender; (5) recomendar a maestros

quienes entienden las necesidades de los estudiantes migrantes yquienes,son bilinglies, Si es necesario; (6) recomendan libros que su

nifio pueda comprender y que tengan significado para el; (7) recomendaf

respeto a las necesidades y log sentimientos de su hijo (Rights of

.Parents, 1980).

zC6ino pueden los padres exigir sus derechos?

. Como padres tienen el derecho de -ser incluidos en la, decision de

cual clase de educacion es mejor para su hijo. Deben comunicar a los

maestros, a los administradores y a los miembros del concilio

consejero de padres, sus sentimientos acerca del programa de educacionmigrante en el cual su hijo-participa. Deben-asistir a -las reunionesde las mesas escolares, a las r uniones de maestros y reuniones de losconcilios consejeros de padres expresar sus recomendaciones. Deben

cerciorarse de sus derechOs ba o la ley 6 insistir que las escuelas

`tespeten esos derdchos ()Rights of Parents, 1980).

igugles_son lbs ejercicios de 106 concilios ,consejeros de padres?

Los ejercicios principalesson:

1. Aconsejar a la agencil estatal de.eduCacicin y miembros del

epersonal de los distritos escolares n'asuntos de planeamiento,

desarrpllo, administracioh, .y evaluacicin de los programas de

educacion migrante, y hacer recomendaciones referentes al

contenido del presupuesto del programa k otros asuntos deinter& al concilio

4,-

15

2: Ayudar al personal del programa en el desarrollo del

presupuesto fiscal que primero se somete a la Mesa de Education/

Estatal, rque luego se envia a la Oficinade Educacidn Nacional-para la aprobacion final.

3. Ayudar a los miembros del personal del programa en 1

identificaci6n, de aas necesidades y el dasarrollo/ d:\

reglamentos Para el ",planeamiento y. la administracOn depresuppestos de la edimaci6n migrante

4. Reviser, modificar, aprobar y recomeadar la cantidad de

recursos para los programas de educaci6n migrante,--

5. Visitar y observer los "programas de la educaci6n migrante

6. Asistir a los distritos escolares y miembros del personal del

estado a incluir a los padres individualmente y como grupos en

las actividades educacionales de la escuela

7. Actuar como una fuente de communicaciOn por 'otros padres

migrantes y functonar como sus abogados en el ,desarrollo de

reglas y planes al nivel del distrito y_estatal. (Handbook

for the State Parent Advisory Council, 1980)

iCual es la responsailidad de un padre omo miembro del councilio

consejerode padres (PAC) en la educacion migrante?

El PAC de la edUoaaiOnIgrante debe desarrollar, ,tan pronto

pogible, su constituciOn al nivel de la agencta o distrito educapional

Para establecer orden dentro el PAC. Para poder tener do Concilit

efectivo, todo miembro del, concilio tiene que, desempenar las

siguientestarease:

.1. Exigir explicaci6n sus funci6nes, derechos

responsabilidades.

2. Exigir orierrea'ci6n en los reglamentos federalesy estatales que

gobiernan los programas de educacion migrante.

3. Ser fiel, al concilio-consejsro de padres y a la comunidad clue

representan.

.4. Ser.fiel y' defender. el programa migrante.

35. Asistir a las reuni_nes como se requiere.

6. Comprendebien cualeg servicios ofrece el programa y convencer

a otros padres y la comunidad delsbien de dichos servicios.

7. Exigir entrenamiento apropiado a su conveniencia y no a la

conveniencia del administrador escolar o del director del

programa migrante.

59

16

. De vez en cuando, pedir "A los administXadores de las escuelas ydirectores del programa migrante reportes acerca de lasactividades de los programas migrantes.

9. Vigilar la administraciOn de los'programas, que vayan de

acuerdo. con los reglamentos y de acuerdocon las necesidadesde estudiante migrante. n

. .

s

10. P dir informaci6n acerca del prOceSo en emplear personal Titulo-M, y si el proceso Loma en cuenta la cultura del estudiante ysus necesidades lingUist.icas. ,

11. Individualmente o en ,grupo Oisitar los programas migrantes enel aula (clase). ,

S+

12. Concentrar sus discusiones o debates en asuntos de los

estudiantes.

13. Dar oportunidad a padres migrantes que no sons miembros dtl

concilio a expresar sus opini es durante lgs reuniones.4e

14. Tolerar y comprender 'a los otros miembros durante lasreuniones.

15. Trabajar siempre unidos.

16. Esforzarse a comprender la necesidad de los programas de

educaci6n migrante Y a comprendee sus-objetivos y metas.

17 Asegurarse que la opiniOn u opirliOnes expresadas durante lasreuniones sean suyas y n9 de Ofra p*rsona.

18. Compartir informaciOn con otros 'miembros y otros padres

migrantes en la comunidad.

19. Expresar el punto de vista de tolos los padrts migrantesdurante'las reunionesy no- solo elPpunto de vista personal. ,

..

20. Permitir tiempo, adedUado a. los directores de programas

Migrantes 6 administradores de las escuelas para resolver

problemas.

so

.E.

I

.

Mon quien pueden qdejarse los padres ii sus hijos no reciben serviqiosadecuados bajo el programa de educaciSn migrante?

4

Se le aconseja que siempre sigan las rutas administrativas.apropiadas. Primeramente los padres deben hablar con el director de'los programas migrantes quien es responsable por la operaciOn totaldel programa dededucaci6n migrante de la agencia educacional lodal.-Si a este nivel todavia no estgrt satisfechos, entonces deben escribjral Director de EducaciOn Migrante del Depirtamento de Educacion del :.

. Estado en su propio estado.. Si su problema no se resyelve al nivelestatal, entonces pUeden escribir al Director Naciona1. deEdtrbacion

4.

Migrante en Washington, D.C., peso generalmente lap quejas ,se 1 .

resueLven localmente o al nivel estat#1. . ..

: -

, Para su informacion, el nombre y la direccion del Director Nacion0.1

.

de Educacift Migtante son: , _ .v'.er

. 1 't.

Vidal Rivera, Jr. f

Acting Director for Migrant EducationOffice of Education .

7th and D. Street S.W.Washington, D.C. 20202

Telefonoh.(204 245-2222 ,

61

4,000.11s

a

to

. rtr

R

.

LOS ARCHIVOS DEL ESTUDIANTE: EL DEIECHO A LA PRIVANZAEL DERECHO A SABER

LTienen los padres el derecho a inspecci6nar el archivo de su hijo?

Si. La 'Ley Edudacional de los Derechbs y Priyanza de Familia

establecide.en 1974 les da este derecho. Si' tienen una pregunta

acerca de los archivos escolares de su hijo, tienen todo derecho de 4r,

inspecci6nar $revisarlos. La Ley req.fiere toda agencia o instituci6n

educaciohal que reoiben 'dinero federal que sigan procedimientos

especrficos pars proteger los estudiantes y padkes. Estos

-procedimientos son.los siguientes:

1. Too .Aocumento y materiales que contiene informaci6ndirectamente relacionada al estudiante debe ser disponible a

los padres para'revisi6h.

4

.

2. Copias deben'ser prbridas a los padies que las pidan, s6lo conel costo de reproAtipciOn.

3. Los padres tienen 'el derecho-de- discutir la claridad, lao

- propiedad y la ,tendencia :de malinformar y confundir del

dontenidb de los archivos y de exigir que Aicha informed& seacorregida otetirada.

.

Las esciielaa novu6den dar informed& acerca de un estudiantesi' el consentimiento escrito del padre,' con excepci6n a loe

empleados.de la °escuela que tengan un interei'legitimo en la

educed&-del estudiante, oficiales de una escuela donde el

estudiante intenta "Matricularse u organizaci6nes que hacen

estudios que no'identifican al estudiante o el padre.

5. El consentimiento de los padres tiene qde incluir la fecha del

consentimiento,, los' datos especrficos que * se daran, 1aS

rezones, y el nombre de la persona a quien se le dargn.

(Montes, 1940)

Esta ley tamb1.61 otorga. toclo derecho mencionado al estudiante

despu(s de Haber cumplido los 18 afios o cuando este asistiendo a la

universidad u otra instituci6n de educaci6n post-secundaria.

e

111271qi

A

5

-t

19..

iQuien tiene derecho a los archivos de los hijos ademgs de losempleados de la escuela?

.J

1. Las cortes, pero aun en este case, los paares deben saber de

antemano y incluyendo la siguiente informaciOn: lugar Y.

nombre(s) de la persona responsable en la mantenimiento del

archivo y el'prop6sito por cual la corteTide el archivo.

2. LOs oficiales estatales y locales quienes tienen derecho a la

informaci6n bajo las leyes estatales que pasaron antes de

noviembre 19 de 1974.

.111. Las universidades en las cuales' el estudiante intenta adquirirayuda financiera. Esto para poder determinar la elegibilidad.

Se aconseja que los padres que' desgen obtener mgs informaci&

acerca de, la Ley de Educaci6n de Derechos y Privanza de, Familia se

comuniquen con los administradores de las escuelasr de ell9s tambign

pueden obtener los procedimientos de revision del archivo de su hijo.

La primavera se" conSidera un tiempo apropiaao para reviser dichos

archivos, por si es necesarib obtener una explicaci6n de la

informaQi6h antes que seari petados a los maestros del siguiente

iQugdatos mantiene la escuela en los hijos?

1. Informacion de matrfcula = compilada,cada ano escolar. El

principal es responsable de mantenerla. LA informed& incluyeel nombre oficial del est diante, fecha de nacimiento, lugar y

el nilmero del acta,3e nac iento, ?direcciOn, y el nombre del

guardian.

2. Informacion sobre emergencias de salud - compilada cada

El principal es responsable de mantenerla' en la escuela

primaria; la enfermera es responsable en la escuela secundaria.

. Esta informed& ooncierrie a condici6nes diabgtices, algrgicas,

cardfacas y enfermedades de peligro; el nombre del medico de la

familia; y el lugar doilde'se le notifiquen a ioS padres o los

guardignes en casos de emergepcia.. .

3. Archivos cumulativos del grade K al 8 r- .empiezan cuendo el

estudiante se mitricula en kindergarten o la escuela primaria ysigue por la duracion del estudiante en el sistema escolar. En

la escuela primaria el principal es responsable de archival

esta informaciOne En la escuela secundaria el consejero de l&

escuela (school counselor) archive la informaciOn que incluye

nombre oficial, fecha de nacimiento, raza, sexo, historia de

..matrfcula grados recibidos, resultados de los exgMenes

acadaicos, actividades no-acadgmicas, interses, datos medicosy reportes de servicios auxiliares, si es que existen.

63

4. Archivos cumulativos de grados 9 a',12 empiezan cuando el.

estudiante se Matricula en (el grado '9 hasta termillar 'en el,

sistema escolar. El consejerdes respodsable"de archivar lamisma informaci6n que se ardhiva en las esc primariA ademas

de intex6ses y experiencias de ocupaciOn, si. s que exiiten.(Schimmel & Fischer, 1977)

LINE pueden hacer los padres si la'confidencia de derecqd de-Ts hijos, '''

. - se ha violado?.

. ,

El primer paso Clue deben tc*Ar es comunidarse con el bficial deconfidencia en la agencia educacional local o` e distrito. Siempre espreferible tratar de corregir la falta sin queja formal, si es

posible. Sin embargo, si los ,padres" o reciben cooperaci6n del

oficial.de confiden&ia o del principal deq sa escuela, deben qujarse;Idpor escrito y dirigirla al superintendente el distrito escolar.

t

Si no reciben eespuesta a su'queja del superintendente local.dentrode los cuarentA y cinco dies, deben escribir Superintendente deEducacio6 PUblica del Departamento de Educaci69 del Estado:

Si el Superintendente de Educacl6n Pablica del Estado'no respondedentro de los sesenta dias,,entonces deben escribir a la Oficina deDerechos de Familia Educacionales y de Privanza en Washington, D.C.:

Office of Family Educational Rights and'PrivAcy Act OfficeU.S. Department of EducationSwitzer Building, Room 4511Washington,'D.C. 20202

64

11;

Ejemplos de Quejas por Escrito'

EJEMPLO

Sr.--Roberto JonesSuperintendent of Dayton Public Schools105 Ferry Street .

Dayton, Oregon 97114

Estimado Sr. Jones:

7

Arturo Torres710 Seventh Street S.E.Dayton, Oregon 97114

.

1 de febrefo de 1982

Soy un padre migrante y el padre de Alberto Torres un estudiante

en el grado diez en la escuela secundaria de Dayton. Mi queja es que

el official de confidencia y el principal de esa escuela se hall negado

a permitirme ver los archivos dg,mi hijo Alberto at-in cuando se los he

pedido formalmente. ZPodria Ud. ayudarme en este asunto?, puesto que

entiendo que tengo el derecho de ver los archivos de Alberto.

AgradeceEra respuesta de Ud. en eke asunto lo ins pronto posible...

AtentaMente,

Arturo Torres

413-

- 21 -

65

S

E'JEtiPLO 2 $

\_J

Sr. Tom YunkerSuperintendent of Public InstructionState Department of Education700 Pringle Parkway, S.E.Saleqw Oregon 97310

Apreciable Sr.` Yunker(.

p

Arturo Torres .

710 Seventh Street S.E.Dayton, Oregon 97114

3 de febrero de01982

Soy un padre migrante cuyos hijos :asisten las escuelasOblicas enDayton, Oregon. Mi queja es que el oficial de confidencia y el

'principal de Dayton High School se han negado en permitirme ver los

archivos de mi hijo Alberto. Yo he escrito al Superintendente delDistrito respecto a este asunto y no he tenido respuesta de nadie.

1Podrn Ud. ayudarme en este asunto?, puesto que entiendo,,que,tengo elderecho de ver los archivos de Alberto. Agradecerfa que se me

-informara acerca de cualquier acci6n qugose tome de su oficina en esteasunto.

- 22 -

Atentameote,

Arturo Torres

66

2.

EJEMPLO 3

Office of Family Educational Rightsand Privacy Act OfficeU.S. Departmeatof EducationSwitzer:Bui4ing, Root 4511Washington, D.C. 20202

Arturp Torres.701 Seventh Street S.E.Dayton; Oregor697114

1 de febrero de -1982

p

A QUIEN CONCIERNA

A

Soy un padre migrante cuyos hijos asisten las,escuelas pablicas dek

Dayton, Oregon. A Mi queja es que el oficial.&de confidencla y el

principal de Daytop High School se hard negado a permitirme ver los

archivo's escolares de mi hijo Alberto. He escrito al, Superintendente

de las-Escuelas Publicas de Dayton y al Superintendente de Educaci6n

,PdblicaAdel Departamento de Educaci6n del Estado y no he6recibidorespuesta ninguna. 4Podria Ud.. ayudarme en este asunto?, puesto que

entiendo que tengo el derecho de ver los archivos de Alberto.Agradecerra que se me informara acerca de cualquier acci6n que se tbme

de su oficina en este asunto.

Atentamente,-

. \Arturo Tdrres

6723-

1

vz.

FUENTES DE INFORMACION

am Puede Mejorar el Programa de Educacion Migrante con el Poder eInfluencia de los Padres. Parent Power in,the Mi rant EducationProgram: How to Make a Differende. Washington, D.C. NationalCouncil of. La Raza, 1980. -(ERIC Document Reproductio Service No.

ED 207 759).

Garcia, J.D., & Minkler, E.D. Project Directors' Management Manual:Migrant Education Projects. Title I Migrant Amendment. Public Law

89-750. Salem, OR: Oregon Department Of Education, 1979. (ERIC

Document Reproduction Service No. ED 180 701).

Grants to State Educational Agencies to Meet the Special Educational A

Needs of Migratory Children.. Federal Register, 45(66), 22659 -22677(Thursday, April 3, 1980).

Handbook for the State Parent Advisory-Committee on Migrant EduCaAlOn

(English-Spanish). Salem, OR: Migrant Education Service Ceter,

Migrant Education Projects. Proyectos de Educacion Migrante. Salem,

OR: Oregon Department of Education, 1980. .

Montes, C. Student and Parent Rights in Public Education. 'Portland,OR: Northwest Regional Educational Laboratory, 1980. (ERIC

Document Reproduction Service No. ED 199 891).

Organizing an Effective Parent Advisory Council. Washingtpn, D.C.:National Parent Center,, National Coalition of "ESEA Title I Parents,

1980. (ERIC Document ReprodUction Service No. ED 195 604),.

'Rights of Parents under the Title I Migrant Education Program.Washington, D.C.: National Council of La Raza, Migrant EducatiProject, 1980.

-...- - t

,....

lychilittel,' D. & Fischer,.L. The.soRights c Parents in the Education of

t their Children. Columbia, MD: National Commititke for Citizens in

t ucation, 1977.

C:I7

-4

GLOSARIO DE TERMINOS

R$te seccion viene del Project Directors' Management Manual,

Garcia y Minkler (1979), y estd usado con el permiso de los autores.

1. Actividad agrfcola - Cualquier. actividad relacionaca achas, incluso la preparaci& de las tierras, el himacenaje,

la pr ervaci6n, el enlate y la congelaci6n de las cosechas,

cultiva.- ti4idades err el campo y los ranchos relacionadas

a la produccidn dela leche, gallineros,. ganado (para la

alimentaci6n humana); la cultivaci6n y" cosecha forestal y

actividades relacionadas al almdcigo.

2. Distribuci6n cantidad de dinero aprobado por la.agencia

educacional estatal a una agencia elegible despu &s de haber

aprobado el presupuesto del Dayect6.A

r

Proyecto de area - Toda actividad baj;t el.Tftulo I Migrants en

una drea0ajo la supervisi6n de un director. El director de'drea es un miembro del personal de la agencia que administra eldinero para los programas.

. -4. Certificado 'de elegibilidad -- Una forma adoptada v'por la

agencia'.educacional estatal para el use en fa identificaci6n de

' nifios migrantes elegibles en el estado. ma fq.rt4 se llena,-,

,,

Jima

para cada nifio para ihscribiklo oficialmente en el Sistema de

Transferencia de los Archivos de Estudiantes Migranies (MSRTS)..

5. Nat, migrante actual - Un nifio610ian se ha movido conpadres o un' gUardigh dentro de los altimoi" doce mesas atraVesde las fronteras de di tritos esbolares on el propOsitt que el

padre, el gUardia; o.miem6ro inmediato de. la familia obtengaempleo-temporal en la agricultura o la cosecha forestal.

v 0 .

'Especialista de datos - La persona entrenada en la operaci6n

de la'estaci6n devteletipo MSRTS.

7. j'echa de identificaci6n - La fecha' en que- el nifio eigrante es

Adentificado de haber llegado al distrito escolar o al estado.e "

8. Afirmaturas federhles -,pormas que de) en. firmadai por'aln

oficial autoriaado antes que 'la aplicaollin de un proyecto pueda.

ser eonsiderado.'por' fa agenci educadora estatal; asepra oweel proyecto local respetard los reglamentos y leyes federales:'

4_

9. Actividad pesquera Toda actividad relaciona4a al aumentoypesca de'peces y mariscos en los rios, las, lagunas'y la mar y A

1..

25

69

26

relacionadas al proceso 'de, dicho pescado pare distribucioncomercialpor medib de los mercados.

10. Nirloiwanteriormente migratorio - Un nino uien, con el

coisentimiento del padre o la madre, es clasificado un ninomigrante por la razdnde haber sido-un nino "migrante actual"dentro de los Ultimos cinco ahos, aunqu@ ya no lo sea.

11. Nino migrante agricola 2. pesquero. entre edtados - Un ninoquien se ha movido con sus padres o guardian dentro del ultimoano atravgs de las fronteras estatales con el propOsito quesus padres p guardian o miembro inmediatodz la familia consigatra o temporal, ,en la agriculture; peso o actividadesrelacion d al proceso de la pesca o alimentos aqrfcoles.

12. Nino migrante agricola y pes4uero dentro del estado - Un-ninoquien se ha,movido con sus padres o guardaTdentro-del Ultimoano atravgs de las fronteras de distritos escolaees dentro delestado con el prop6sito que sus padres, guardian o miembroirunediato de la familia pueda-,COnsequir trabajb temporal en laagriculture o la pesca 6 en actividades relacionadas al proceso"de alimentos_agr1Colas.

13. Servicios instructivos - CUalquier servicio directorsuplemental provisto al. nino migrante elegible por la agenciaeducacional local se incluyo dentro de la categorla "costes deinstrucciOn" en la forma del presupuesto.

14. Concilio consejero local - Un omponentgokrequerido de an-

proyecto local el cual provee un .m io para.la comunidad y 16s

padres de perticipar, en el plane iento, la operaciOn y

evaluacion del proyecto. El 51 por ciento de los miembros

deben per padres de ninos elegibles a participar en proyectosTftulo I Migrante.

155 Agencia operante local - Significa la agencia local que estagutorizada a ejecutar las condicibnes indicadas en la solicituddel proyecto en la 1oca.idad.

16. I, Agencia educacional local - ,Una entidad pUblica o autoridad

pdblica legalmente constituida dentro del estado para

administrar o con ar la directive de servicios o funciones

para las esCuela primarias y secundarias pliblicas en una

ciudad o un condado

17. Distribuci6n Sub-S stema del Programa Migrante (MPAS) gste

programa se usa por "Depositorio,Central MSgTS" para determinerel tiempo equi/alen (FTE) del estudiante migrante en un

estado, con el prop6sito de distribuir el dinero a la agenciaeducacional estatal pare los programas de educacion Tftulo

Migrante.

.27

18. Clasificaci6n migrante (MS) - Se refiere a las siguientes

_clasificaciones de ninos migrantes elegibles: (1) agricola

migrante entre estados;..(2), agricola migrante dentro de estado;

(3) anterimmente migrante agricola dentro de cinco aims; (4)

pesquero migrante entre esta osl-: (5) pesquero migrante dentro

de estado;' (6) pes ue anteriormente migrante dentro de cinco

aims.

19. -S stema de Transferencia de Archivos de Estudiantes Migrantes

(MSRTS) Un dep6sito nacional con computadores para el

dep6sito de rarchivos,de estudiantes migrantes, 4asehado parsdar la continuidad en'la educed& de ninos migrantes. Este

depdsito se encuentra en Little Rock, Arkansas bajo un contratocon el DepartrgentO"Nacionel de Educacion.

20. Dep6sito Central MSRTS - La computadora central para el

depdsito y proceso de los' archivos, en Little Rock, Arkansas.

21. Oficinista de los archivos de MSRTS - La persona en .una

agencia local a ,5.-11en se le hsdele'§ado la responsabilidad de

.coordinar, colectar y archiver toda)informaci6n pertinente al

estudiante en las formas MSRTS y transmitir cliche informaci6n a

° la localidad donde se encuentra la estacidn de teletipo.

222 Trabajador migrante_ agricola - Persona quien se ha movido de

un distrito escolar'a otro en el mismo estado o. a un distrito

/ escolar en otro estado' para obtener trabajo. temporal en

actividades agrfcolas. le'

23. Mygrante pesquero - Persona quien se ha movido de un distrito

escolar a otro en el mismo estado.o a un distrito escolar en

otro estado para obtener trabajo temporal en actividades

-pesqueras.

24. Migrante de cosecha forestal - Persona quien se ha movido de

un distrito -escolar a otro dentro del estado o' a un distrito

escolar en. otro estado pSra obtener trabajo temporal' en

actividades forestales.

25. Revision Y evaluaciOn - El proceso que usa la agencia

educacional es%atal para proveer informed& a las agencias

locales y al Departamento de' EducaciOn Vadomal,con respecto alas areas eficaces y debiles y los problemas de los proyectos.

26. Empleado sin certificado profesidnal - Personas empleadas por

una agencia local para realizar las metas del pnoyecto, a

quienes no se les requiere certl icado (asistentes bilinglils de

maestra, oficinistas,-y conse os de escuele y hogar.) ll

27. Agencia operante - La agelicia local autorizada a ejecutar las

actividades'para los ninos migrantes.#

71

28

28'. Proyecto - Una actividad educacional o de servicio auxikiar

pagado con ainero de Titulo I Migrante; o un conjunto de

actividades administradas por una agencia educacional o estatalpark nifios migrantes.

.

29. Oficial de proyecto - El empleado del estado asignado a un

proyecto local; responsable por la comunicacion entre la

,'agenci/a estatal.y el proyecto local.

4

30. IATPUblica 89-750 - Una enmienda S la Ley Pablica 89-10

(ESEA) que autoriza los programas disefiados especificamente a

servir las necesidades educacionales.especiales de trabajadoresmigrantes agricOlas;Aaralleft llamada La Enmienda Migrante.

. 31. Ley Pablica 95-561 - Una enmienda Pablica 897750 que

prdena concilios consejero de padres al nivel estatal y al

nivel de 'los distritos escolares. I

32. Desarrollo de personal - Actividades lle'Vadas a

agencia estatal o local para mejorar. lascapacidades de algunos o todos los empleadbs

servicios' de instruccion o . auxiliares a los

migrantes.

cabo - por la

destrezas oque proveeestudiant s

33. Concilio consejero estatal - Ungrupo de 5 "a 10 Jars° as

recomendado por los concilios consejeros de padres locales

atravgs del'estadoy nombtado por el superintendente estatal deeducaci6n pablica para aconsejar al Coordinador estatal de-los

programas de Titulo I Migrante. Este concilio tambi6n revisa -

recomienda el' plan estatal ual y todos los peesupuestos de/ . .

los ,programas.

34. Agencia educacional estatal (SEA) - Itigencia* de gobierno

responsable por _la' supervisiOn y adininistfacion del programa

'estatal. La agencia oficial en cada estado reconocida por elDepartamento Nacional .de EducaciOn como la agencia gobernanie

elegible para 'recibir los fondos de Tlitito 'I Migrante y

.administrar los programas de educaciOn- migrante atrav6s1 del

estado-.

l

35. Coordinador estatal de la educaciOn migrafite - El

'administrador de la Secciiin 'de EducaciOn,Migran e dentro de la

DivisiOn de la EducaciOn Compendatoria de- ervicios de.

Instruccion; la persona responsable a la agenci educacional

estatal por el desarrolrb, la operaciem,y la evaluacibn de losprogramas Titulo I Migrante.

36. Programa estatal - El plan total de.implementaciOn para lod-7

servicios,. las actividades, el personal y los makeriales :

indicactos en la' solicitud estatal del dinero para proveer

educaciOn a los ninos migratorios.

72

i

29r

R.

r

37, Estatuto - Un reglamento o ley pasada por el Congreso yaprobada por el Presidente o una ley estatal pasada por la

legislatura y aprobada por el Gobernador.

38. Servicios auxiliares - Un servicio que puede enumerarseaptopiadamente bajo la categorfa de costos auxiliares eh el

presupueso, lo cual ayuda al estudiante a beneficiarse db losservicios educacionales.

39. Estacidn de teletipo - El .instrumento ue se usa paratransmitir tddos los datos pertinentes de tudbente. por medic)

de una vra computadora -directa al Dep6sito central MSRTS enLittle,Rock, Arkansas.

40. Termino del proyecto - El period° de tiempo entre el principiodel proyecto y la fecha final en que fueron los serviciosprovistos al estudiante.

41. Programa Titulo I-M .-: Programa de Education Migrante Titulo I.

2. Trabajador- forestal - Toda persona desempenando actividadespertinentes a cosecha de madera, incluso la siembra y el cortede grboles, asr como la limpieza de troncos y la qargar de

madera para transportar.

43. Forma Uniforme Educational de Transferencia de, EstudianteMigrante - Una de las dos formas usadas por MSRTS,e la cual seusa para archivar y transferir informaci6n acadftica del

estudiante.

44. Forma Uniforme Medica de Transferencia de Estudiante Migrante- Una de las dos formas usadas por el sistema MSRTS para anotary transferir informacion medica b5sica pertinente a la salud

del estudiante.k

45. El Departamento Nacional de Education - La agencia federal queha silo asignada coma responsible 'de administrar los programasnacipnales de la Education Migrante Titulo Ia Esta agenciadisiribuyeos recursos y vigila los programas Titulo I-M en 50estados.

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73

BIBLIOGRAFIA

Fromboluti, C.S. Title I Elementary and Secondary Education Act:

Questions and Answers. HEW pu4lication No. (OE) 79-01043. -

Washington, D.C.: U.S. Department of Health, Education and Welfare,

Office of Education, 1979.

Levine,'A., Cary, E., & Divoky, D. The Rights of Students. The Basic

ACLU Guide to a Student's Rights. An American Civil Liberties

Union Handbook. N.Y.: Sunrise Books, Inc./ E.P. Dutton & Co.,

Inc.,'1973.

Privacy Rights of Parents and Students. Final Rule on Education

Records. Federal Register 41(118), 24661-24675, (Thursdpy, June 17,

1976).

Reedback, R.T. Questions about FERPA: The Family Educational Rights

and,PriVacy Act (The Buckley Amendment). Albucperque, NM: Indian

Education Training, Inc., 1981. (ERIC Document Reproduction

Service No. ED 204 076).

Title I,ESEA: How it Works. A Guide for Parents and Parent Advisory

Councils. Washington, D.C.: Office of Educip.on (DHEW), 1978..

(ERIC Document Reproduction Seryice No. ED 160 709).

Title I, ESEA. Working with Schools: A Parent's Handbook.

Washington,,D.C:: Bureau of School Systems (DHEW/OE), Division of

Edpcation fo he Disadvantaged, 1980. (ERIC Document Reproduction

Service . ED 195 358).

- 30,_ 74

EL COMPILADOR

Ramon Gonzalez actualmente trabaja como Especialista en la

Participacidn de Padres para el Programa de Educacion Migrante en elDepartmento de Educacidh Estatal en Oregon. Antes de asumir estepuesto el ensefio espafiol en las escuelas secundarias Oblicas; trabajocome fuente de comunicaci6n entire los ,hcgares n\las escuelas; yadministrO un proyecto regional de educaci6n migrante en ese mismoestado.

El qs tambi6n un ex-migrante guienemigr6 de Texas a los estados deArizona, Idaho, Washington y dregon, siguiendo las cosechas agricolas.El ha escrito varios manuales sobre la partipipaciOn de padres paralos programas de la educacion migrante. Tambien ha escrito variosarticulos sobre los derechos de los padres y-estudiantes en la

educaciOn

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